\n

\n \n 2023\n \n \n (5)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Investigating AI Readiness in the Maltese Public Administration.\n \n \n \n \n\n\n \n Sciberras, M.; and Dingli, A.\n\n\n \n\n\n\n Volume 568 of Lecture Notes in Networks and SystemsSpringer International Publishing, Cham, 2023.\n \n\n\n\n
\n\n\n\n \n \n $\"Investigating$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{sciberras_investigating_2023,\n\taddress = {Cham},\n\tseries = {Lecture {Notes} in {Networks} and {Systems}},\n\ttitle = {Investigating {AI} {Readiness} in the {Maltese} {Public} {Administration}},\n\tvolume = {568},\n\tcopyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},\n\tisbn = {9783031198991 9783031199004},\n\turl = {https://link.springer.com/10.1007/978-3-031-19900-4},\n\tlanguage = {en},\n\turldate = {2024-06-21},\n\tpublisher = {Springer International Publishing},\n\tauthor = {Sciberras, Marvic and Dingli, Alexiei},\n\tyear = {2023},\n\tdoi = {10.1007/978-3-031-19900-4},\n}\n\n\n\n\n\n\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Recent Trends of Quantitative Approaches in Different Sectors: A Concise Review.\n \n \n \n \n\n\n \n Vijayendra, K.; and Fantone, A.\n\n\n \n\n\n\n Asian Journal of Education and Social Studies, 41(2): 22–34. March 2023.\n \n\n\n\n
\n\n\n\n \n \n $\"Recent$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{vijayendra_recent_2023,\n\ttitle = {Recent {Trends} of {Quantitative} {Approaches} in {Different} {Sectors}: {A} {Concise} {Review}},\n\tvolume = {41},\n\tissn = {2581-6268},\n\tshorttitle = {Recent {Trends} of {Quantitative} {Approaches} in {Different} {Sectors}},\n\turl = {https://journalajess.com/index.php/AJESS/article/view/891},\n\tdoi = {10.9734/ajess/2023/v41i2891},\n\tabstract = {The approaches and methods used in qualitative and quantitative research represent various research strategies and have diverse theoretical, epistemological, and ontological concerns. Every strategy will depend on how the researchers gather and analyze their data. It is important to use caution when doing research on problem-solving lessons in secondary scientific education to prevent bias in the collection and interpretation of data. Despite the fact that both methods are employed by academics, the quantitative technique is more popular because of its strengths and qualities. To measure actions, views, attitudes, and other characteristics and draw generalizations from a larger population, quantitative research is utilized. In order to express facts and identify trends in study, quantitative research uses quantifiable data. When conducting this kind of research, results are derived using statistical and mathematical tools. This review article focuses on the basic terminologies of quantitative research, its applications in various sectors and reasons why quantitative research approaches surpass qualitative research methods.},\n\tnumber = {2},\n\turldate = {2024-06-21},\n\tjournal = {Asian Journal of Education and Social Studies},\n\tauthor = {Vijayendra, Kumar and Fantone, An},\n\tmonth = mar,\n\tyear = {2023},\n\tpages = {22--34},\n}\n\n\n\n\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Los enfoques de investigación en las Ciencias Sociales.\n \n \n \n \n\n\n \n Faneite, S. F. A.\n\n\n \n\n\n\n Revista Latinoamericana Ogmios, 3(8): 82–95. July 2023.\n Number: 8\n\n\n\n
\n\n\n\n \n \n $\"Los$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{faneite_enfoques_2023,\n\ttitle = {Los enfoques de investigación en las {Ciencias} {Sociales}},\n\tvolume = {3},\n\tcopyright = {Derechos de autor 2023 Savier Fernando Acosta Faneite},\n\tissn = {2789-0309},\n\turl = {https://idicap.com/ojs/index.php/ogmios/article/view/226},\n\tdoi = {10.53595/rlo.v3.i8.084},\n\tabstract = {Los enfoques de investigación son un conjunto de planteamientos, sistematizados y controlados, que se encargan de orientar la resolución de un problema. El objetivo del estudio fue analizar los enfoques de investigación en las ciencias sociales. El paradigma empleado fue el post-positivista con enfoque cualitativo y diseño documental, el cual le permitió al investigador recoger información de libros y artículos relacionados con el tema abordado. Se utilizó como técnica la revisión documental, la cual ayudó a obtener información para explicar el fenómeno, como instrumento se usó las fichas de contenido o de trabajo la cual permitió extraer datos para realizar el análisis y las discusiones. Los hallazgos expresan que los enfoques de investigación son una perspectiva y formas de ver la realidad, los cuales se encargan de orientar la solución de un problema. También, la revisión documental permitió indicar que actualmente en las ciencias sociales se utilizan los enfoques cuantitativos, cualitativos, mixtos, experimental y participativo cada uno de los cuales tienen sus características y elementos que los distinguen y dependiendo del problema planteado en el estudio, el investigador puede seleccionar el indicado. Se concluye que los enfoques de investigación es la forma que se va a proceder en un estudio, orientan el camino que van a utilizar los investigadores para solucionar una situación problemática que se puede tener, que se haya observado y que se quiere investigar.},\n\tlanguage = {es},\n\tnumber = {8},\n\turldate = {2024-06-16},\n\tjournal = {Revista Latinoamericana Ogmios},\n\tauthor = {Faneite, Savier Fernando Acosta},\n\tmonth = jul,\n\tyear = {2023},\n\tnote = {Number: 8},\n\tkeywords = {enfoques de investigación},\n\tpages = {82--95},\n}\n\n\n\n\n\n\n\n\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Artificial Intelligence Applications for Social Science Research.\n \n \n \n \n\n\n \n Stubbs-Richardson, M.; Brown, L.; Paul, M.; and Brenner, D.\n\n\n \n\n\n\n October 2023.\n \n\n\n\n
\n\n\n\n \n \n $\"Artificial$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@misc{stubbs-richardson_artificial_2023,\n\taddress = {Scholars Junction},\n\ttitle = {Artificial {Intelligence} {Applications} for {Social} {Science} {Research}},\n\turl = {https://scholarsjunction.msstate.edu/ssrc-publications/6},\n\tlanguage = {English},\n\tpublisher = {Mississippi State University},\n\tauthor = {Stubbs-Richardson, Megan and Brown, Lauren and Paul, MacKenzie and Brenner, Devon},\n\tmonth = oct,\n\tyear = {2023},\n}\n\n\n\n\n\n\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n What is Quantitative Research? Definition, Methods, Types, and Examples \\textbar Researcher.Life.\n \n \n \n \n\n\n \n Sreekumar, D.\n\n\n \n\n\n\n March 2023.\n \n\n\n\n
\n\n\n\n \n \n $\"What$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@misc{sreekumarWhatQuantitativeResearch2023,\n\ttitle = {What is {Quantitative} {Research}? {Definition}, {Methods}, {Types}, and {Examples} {\\textbar} {Researcher}.{Life}},\n\tshorttitle = {What is {Quantitative} {Research}?},\n\turl = {https://researcher.life/blog/article/what-is-quantitative-research-types-and-examples/},\n\tabstract = {Before adopting quantitative research for your study, you need to understand what is quantitative research. Read this article to learn the quantitative research definition, key characteristics, types of quantitative research, methods and examples, and pros and cons of quantitative research.},\n\tlanguage = {en},\n\turldate = {2023-10-09},\n\tauthor = {Sreekumar, Divya},\n\tmonth = mar,\n\tyear = {2023},\n\tkeywords = {/unread, ⛔ No INSPIRE recid found},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n

\n \n 2022\n \n \n (7)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n MAXQDA y su aplicación a las Ciencias Sociales: un estudio de caso comparado sobre vulnerabilidad urbana.\n \n \n \n \n\n\n \n Caravantes López De Lerma, G. M.; and Botija Yagüe, M. D. L. M.\n\n\n \n\n\n\n Alternativas. Cuadernos de Trabajo Social, 29(1): 48–83. January 2022.\n \n\n\n\n
\n\n\n\n \n \n $\"MAXQDA$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{caravantes_lopez_de_lerma_maxqda_2022,\n\ttitle = {{MAXQDA} y su aplicación a las {Ciencias} {Sociales}: un estudio de caso comparado sobre vulnerabilidad urbana},\n\tvolume = {29},\n\tcopyright = {https://creativecommons.org/licenses/by/4.0},\n\tissn = {1989-9971},\n\tshorttitle = {{MAXQDA} y su aplicación a las {Ciencias} {Sociales}},\n\turl = {https://alternativasts.ua.es/article/view/19435},\n\tdoi = {10.14198/ALTERN.19435},\n\tabstract = {Introducción. En el ámbito de las Ciencias Sociales cada vez es más frecuente el empleo de programas informáticos en el análisis de datos cuantitativos y cualitativos. El presente artículo tiene por objeto presentar la aplicación del software MAXQDA a partir de un estudio de caso comparado sobre vulnerabilidad urbana en el Sur (Guatemala) y en el Norte (España). Para ello, se presenta una revisión teórica internacional sobre la aplicación de plataformas ofimáticas bajo la denominación de CAQDAS, cuyo surgimiento y aplicación ha supuesto en el ámbito de la investigación social nuevos métodos de análisis cualitativos y mixtos. Dentro de dicha denominación, MAXQDA se presenta como una plataforma profesional multifacética para el análisis descriptivo y de contenido de datos cualitativos y métodos mixtos, presentando potencialidades tanto en el proceso de análisis empírico como en la presentación de los resultados. Metodología. La metodología seleccionada se ha correspondido con la cualitativa, a través de la técnica de la audición. Se han realizado un total de veinte audiciones, diez en el barrio de El Gallito (Guatemala) y nueve en el barrio de La Coma (Paterna, España). Estas audiciones se han realizado a los distintos agentes comunitarios y agentes clave de la ciudadanía, administración local y recursos técnicos de los respectivos barrios. Para el análisis de los resultados a partir de la selección de esta técnica cualitativa, se ha desarrollado un sistema de categorías y subcategorías de análisis de la vulnerabilidad urbana de acuerdo con el mapa de diseño de la investigación. Resultados. Entre los resultados obtenidos a partir del estudio de caso propuesto, se detallan los pasos necesarios para la utilización de MAXQDA a partir de dicho sistema de categorías y subcategorías y, por otra parte, se ejemplifican parte de las funcionalidades propias del software a partir de múltiples representaciones gráficas. Su ejemplificación en el apartado de resultados, permite observar la simplificación de fenómenos abstractos –como sucede con la vulnerabilidad urbana–, en categorías y subcategorías operativas de análisis (category-based), a través de las que generar respuestas y propuestas de actuación. Discusión. La discusión de resultados muestra que los análisis cualitativos sustentados en la category-based permiten simplificar fenómenos y objeto de estudio complejos, tanto de disciplinas afines a las Ciencias Sociales como de otras disciplinas afines a otras ramas de conocimiento, en categorías de estudio empíricas; haciendo de esta plataforma una herramienta de potencial aplicabilidad al conjunto de investigaciones. Además de ello, su utilización no implica renunciar a la metodología cuantitativa, sino que es posible la importación de datos procedentes de otras plataformas y desarrollar investigaciones a través de métodos mixtos. Conclusiones. El artículo concluye con propuestas de aplicación futuras no únicamente extrapolables a estudios desarrollados desde otras disciplinas académicas, sino también la posibilidad de replicar su utilización en pro de las nuevas formas de gobernanza desde las Administraciones Públicas.},\n\tnumber = {1},\n\turldate = {2024-06-21},\n\tjournal = {Alternativas. Cuadernos de Trabajo Social},\n\tauthor = {Caravantes López De Lerma, Glòria Maria and Botija Yagüe, María De Las Mercedes},\n\tmonth = jan,\n\tyear = {2022},\n\tpages = {48--83},\n}\n\n\n\n\n\n\n\n

\n

\n\n\n

\n Introducción. En el ámbito de las Ciencias Sociales cada vez es más frecuente el empleo de programas informáticos en el análisis de datos cuantitativos y cualitativos. El presente artículo tiene por objeto presentar la aplicación del software MAXQDA a partir de un estudio de caso comparado sobre vulnerabilidad urbana en el Sur (Guatemala) y en el Norte (España). Para ello, se presenta una revisión teórica internacional sobre la aplicación de plataformas ofimáticas bajo la denominación de CAQDAS, cuyo surgimiento y aplicación ha supuesto en el ámbito de la investigación social nuevos métodos de análisis cualitativos y mixtos. Dentro de dicha denominación, MAXQDA se presenta como una plataforma profesional multifacética para el análisis descriptivo y de contenido de datos cualitativos y métodos mixtos, presentando potencialidades tanto en el proceso de análisis empírico como en la presentación de los resultados. Metodología. La metodología seleccionada se ha correspondido con la cualitativa, a través de la técnica de la audición. Se han realizado un total de veinte audiciones, diez en el barrio de El Gallito (Guatemala) y nueve en el barrio de La Coma (Paterna, España). Estas audiciones se han realizado a los distintos agentes comunitarios y agentes clave de la ciudadanía, administración local y recursos técnicos de los respectivos barrios. Para el análisis de los resultados a partir de la selección de esta técnica cualitativa, se ha desarrollado un sistema de categorías y subcategorías de análisis de la vulnerabilidad urbana de acuerdo con el mapa de diseño de la investigación. Resultados. Entre los resultados obtenidos a partir del estudio de caso propuesto, se detallan los pasos necesarios para la utilización de MAXQDA a partir de dicho sistema de categorías y subcategorías y, por otra parte, se ejemplifican parte de las funcionalidades propias del software a partir de múltiples representaciones gráficas. Su ejemplificación en el apartado de resultados, permite observar la simplificación de fenómenos abstractos –como sucede con la vulnerabilidad urbana–, en categorías y subcategorías operativas de análisis (category-based), a través de las que generar respuestas y propuestas de actuación. Discusión. La discusión de resultados muestra que los análisis cualitativos sustentados en la category-based permiten simplificar fenómenos y objeto de estudio complejos, tanto de disciplinas afines a las Ciencias Sociales como de otras disciplinas afines a otras ramas de conocimiento, en categorías de estudio empíricas; haciendo de esta plataforma una herramienta de potencial aplicabilidad al conjunto de investigaciones. Además de ello, su utilización no implica renunciar a la metodología cuantitativa, sino que es posible la importación de datos procedentes de otras plataformas y desarrollar investigaciones a través de métodos mixtos. Conclusiones. El artículo concluye con propuestas de aplicación futuras no únicamente extrapolables a estudios desarrollados desde otras disciplinas académicas, sino también la posibilidad de replicar su utilización en pro de las nuevas formas de gobernanza desde las Administraciones Públicas.\n

\n\n\n

\n \n\n \n \n \n \n \n \n Introduction: Quantitative methods in health, environmental, and theoretical translation research.\n \n \n \n \n\n\n \n Oakes, M.; and Ji, M.\n\n\n \n\n\n\n Meta, 67(1): 5–17. September 2022.\n \n\n\n\n
\n\n\n\n \n \n $\"Introduction:$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{oakes_introduction_2022,\n\ttitle = {Introduction: {Quantitative} methods in health, environmental, and theoretical translation research},\n\tvolume = {67},\n\tissn = {1492-1421, 0026-0452},\n\tshorttitle = {Introduction},\n\turl = {http://id.erudit.org/iderudit/1092188ar},\n\tdoi = {10.7202/1092188ar},\n\tnumber = {1},\n\turldate = {2024-06-14},\n\tjournal = {Meta},\n\tauthor = {Oakes, Michael and Ji, Meng},\n\tmonth = sep,\n\tyear = {2022},\n\tpages = {5--17},\n}\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Literature search: Simple rules for confronting the unknown.\n \n \n \n \n\n\n \n Jha, R.; Sondhi, V.; and Vasudevan, B.\n\n\n \n\n\n\n Medical Journal Armed Forces India, 78: S14–S23. September 2022.\n \n\n\n\n
\n\n\n\n \n \n $\"Literature$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{jha_literature_2022,\n\ttitle = {Literature search: {Simple} rules for confronting the unknown},\n\tvolume = {78},\n\tissn = {03771237},\n\tshorttitle = {Literature search},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/S0377123722001290},\n\tdoi = {10/gtktrt},\n\tlanguage = {en},\n\turldate = {2023-06-28},\n\tjournal = {Medical Journal Armed Forces India},\n\tauthor = {Jha, Ruchika and Sondhi, Vishal and Vasudevan, Biju},\n\tmonth = sep,\n\tyear = {2022},\n\tpages = {S14--S23},\n}\n\n\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Qualitative & Quantitative Research Methods.\n \n \n \n \n\n\n \n Mander, J.\n\n\n \n\n\n\n March 2022.\n \n\n\n\n
\n\n\n\n \n \n $\"Qualitative$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@misc{manderQualitativeQuantitativeResearch2022,\n\ttitle = {Qualitative \\& {Quantitative} {Research} {Methods}},\n\turl = {https://blog.gwi.com/trends/qualitative-vs-quantitative/},\n\tabstract = {The big debate: quantitative Vs qualitative. Our Chief Research Officer Jason is here to give you the scoop on how to get the best insights from your research.},\n\tlanguage = {en},\n\turldate = {2023-10-09},\n\tjournal = {GWI},\n\tauthor = {Mander, Jason},\n\tmonth = mar,\n\tyear = {2022},\n\tkeywords = {/unread, ⛔ No INSPIRE recid found},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Reliability vs Validity: Differences & Examples.\n \n \n \n \n\n\n \n Frost, J.\n\n\n \n\n\n\n January 2022.\n \n\n\n\n
\n\n\n\n \n \n $\"Reliability$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@misc{frostReliabilityVsValidity2022,\n\ttitle = {Reliability vs {Validity}: {Differences} \\& {Examples}},\n\tshorttitle = {Reliability vs {Validity}},\n\turl = {https://statisticsbyjim.com/basics/reliability-vs-validity/},\n\tabstract = {Reliability and validity are criteria to assess measurement quality. Reliability relates to consistency, and validity addresses correctness.},\n\tlanguage = {en},\n\turldate = {2023-10-09},\n\tjournal = {Statistics By Jim},\n\tauthor = {Frost, Jim},\n\tmonth = jan,\n\tyear = {2022},\n\tkeywords = {/unread, ⛔ No INSPIRE recid found},\n}\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Bases de datos académicas de acceso abierto: guía, caracterización y análisis comparativo.\n \n \n \n \n\n\n \n Codina, L.\n\n\n \n\n\n\n August 2022.\n \n\n\n\n
\n\n\n\n \n \n $\"Bases$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@misc{codina_bases_2022,\n\ttype = {Académica},\n\ttitle = {Bases de datos académicas de acceso abierto: guía, caracterización y análisis comparativo},\n\tshorttitle = {Bases de datos académicas de acceso abierto},\n\turl = {https://www.lluiscodina.com/bases-datos-academicas-abiertas/},\n\tabstract = {Bases de datos académicas de acceso abierto: guía, caracterización y análisis comparativo. Dimensions, The Lens, Semantic Scolar y otras},\n\tlanguage = {es},\n\turldate = {2022-08-22},\n\tjournal = {Lluís Codina},\n\tauthor = {Codina, Lluís},\n\tmonth = aug,\n\tyear = {2022},\n}\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n La búsqueda de información científica.\n \n \n \n \n\n\n \n de la Universidad de Alicante, B.\n\n\n \n\n\n\n 2022.\n \n\n\n\n
\n\n\n\n \n \n $\"La$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@misc{biblioteca_de_la_universidad_de_alicante_busqueda_2022,\n\ttitle = {La búsqueda de información científica},\n\tcopyright = {CC BY NC SA 4.0},\n\turl = {https://rua.ua.es/dspace/bitstream/10045/121964/1/Busqueda_informacion_cientifica_doctorado_2021_2022.pdf},\n\tabstract = {La búsqueda de información es un proceso de carácter global en el que intervienen una serie de factores interrelacionados entre sí. La finalidad de la búsqueda y el tema sobre el que tenemos que localizar información determinan el tipo de fuentes de información que debemos consultar (estadísticas, libros, artículos de revista, tesis doctorales, patentes…) y, por tanto, los recursos que nos permiten acceder a ellas.\n\nEl desarrollo de las nuevas tecnologías y la facilidad de publicación en la red, sumado a la gran cantidad de información disponible, hacen imprescindible acudir a fuentes que nos garanticen, a través de procesos de selección previos, la recuperación de información fiable y de calidad, como por ejemplo los catálogos o las bases de datos. Por otra parte, nuestras búsquedas deben ser precisas y eficaces, para obtener los resultados más pertinentes, más adecuados a nuestras necesidades de información, de entre ese gran volumen de documentación existente. El conocimiento de una serie de técnicas de búsqueda que hemos de aplicar, con ligeras variaciones determinadas por el recurso que utilicemos, nos ayudarán a conseguir ese objetivo.},\n\tlanguage = {Español},\n\turldate = {2022-04-07},\n\tpublisher = {Universidad de Alicante},\n\tauthor = {Biblioteca de la Universidad de Alicante},\n\tyear = {2022},\n}\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

\n

\n\n\n\n\n\n

\n

\n \n 2021\n \n \n (5)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Taguette: open-source qualitative data analysis.\n \n \n \n \n\n\n \n Rampin, R.; and Rampin, V.\n\n\n \n\n\n\n Journal of Open Source Software, 6(68): 3522. December 2021.\n \n\n\n\n
\n\n\n\n \n \n $\"Taguette:$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{rampin_taguette_2021,\n\ttitle = {Taguette: open-source qualitative data analysis},\n\tvolume = {6},\n\tissn = {2475-9066},\n\tshorttitle = {Taguette},\n\turl = {https://joss.theoj.org/papers/10.21105/joss.03522},\n\tdoi = {10.21105/joss.03522},\n\tabstract = {Rampin et al., (2021). Taguette: open-source qualitative data analysis. Journal of Open Source Software, 6(68), 3522, https://doi.org/10.21105/joss.03522},\n\tlanguage = {en},\n\tnumber = {68},\n\turldate = {2024-06-21},\n\tjournal = {Journal of Open Source Software},\n\tauthor = {Rampin, Rémi and Rampin, Vicky},\n\tmonth = dec,\n\tyear = {2021},\n\tpages = {3522},\n}\n\n\n\n\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n What Makes A Good Reference Manager? A Quantitative Analysis of Bibliography Management Applications.\n \n \n \n \n\n\n \n Cai, T.; Chen, C.; Huang, T.; and Ritter, F. E\n\n\n \n\n\n\n In Asian CHI Symposium 2021, pages 64–69, Yokohama Japan, May 2021. ACM\n \n\n\n\n
\n\n\n\n \n \n $\"What$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@inproceedings{cai_what_2021,\n\taddress = {Yokohama Japan},\n\ttitle = {What {Makes} {A} {Good} {Reference} {Manager}? {A} {Quantitative} {Analysis} of {Bibliography} {Management} {Applications}},\n\tisbn = {978-1-4503-8203-8},\n\tshorttitle = {What {Makes} {A} {Good} {Reference} {Manager}?},\n\turl = {https://dl.acm.org/doi/10.1145/3429360.3468183},\n\tdoi = {10/gnjc5v},\n\tlanguage = {en},\n\turldate = {2023-06-11},\n\tbooktitle = {Asian {CHI} {Symposium} 2021},\n\tpublisher = {ACM},\n\tauthor = {Cai, Tongan and Chen, Chacha and Huang, Ting-Hao and Ritter, Frank E},\n\tmonth = may,\n\tyear = {2021},\n\tpages = {64--69},\n}\n\n\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n El Ocaso de las Ciencias Sociales: Crítica Fundamentada a su Metodología.\n \n \n \n\n\n \n Valbuena, R.\n\n\n \n\n\n\n ROIMAN VALBUENA, August 2021.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@book{valbuena_ocaso_2021,\n\ttitle = {El {Ocaso} de las {Ciencias} {Sociales}: {Crítica} {Fundamentada} a su {Metodología}},\n\tisbn = {978-980-18-2115-1},\n\tshorttitle = {El {Ocaso} de las {Ciencias} {Sociales}},\n\tabstract = {Esta segunda edición del libro: El Ocaso de las Ciencias Sociales: Crítica Fundamentada a su Metodología, es una obra que que amplía e intenta mostrar los innumerables errores de esta metodología científica con respecto a sus enfoques y procederes. Es un libro que pretende poner a la luz procedimientos que van contra toda lógica y que, lejos de ayudar al avance de la ciencia, la laceran, provocando su estancamiento. Incluye un apartado acerca de lo que realmente es una Tesis desde el punto de vista de la dialéctica y retórica argumentativa, y no como actualmente son vistas.Es un libro incisivo, para analizar, con profundidad de pensamiento, reflexivo y muy crítico. Quizás hasta irónico, burlesco e intencionalmente grosero. Pero necesario. Donde, cada argumento a favor de la metodología social, va acompañado de un contra argumento. Cada evidencia de una contra evidencia. Y cada proceder, con una analogía acerca de lo que el autor considera, el correcto proceder.},\n\tlanguage = {es},\n\tpublisher = {ROIMAN VALBUENA},\n\tauthor = {Valbuena, Roiman},\n\tmonth = aug,\n\tyear = {2021},\n\tkeywords = {Education / Philosophy, Theory \\& Social Aspects, Science / Essays, Science / Research \\& Methodology, Social Science / Research},\n}\n\n\n\n\n\n\n\n\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Guías CRAI-UAO: Zotero: Investiga, almacena, cita y publica: Presentación.\n \n \n \n \n\n\n \n Gallo, H.\n\n\n \n\n\n\n 2021.\n \n\n\n\n
\n\n\n\n \n \n $\"Guías$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@misc{gallo_guias_2021,\n\ttitle = {Guías {CRAI}-{UAO}: {Zotero}: {Investiga}, almacena, cita y publica: {Presentación}},\n\tcopyright = {Copyright Universidad Autónoma de Occidente 2021},\n\tshorttitle = {{GuiasCRAI}-{UAO}},\n\turl = {https://uao.libguides.com/c.php?g=529773&p=3623558},\n\tabstract = {Con Zotero podrás organizar todos tus referencias bibliográficas y publicarlas fácilmente Presentación de la aplicación Zotero},\n\tlanguage = {es},\n\turldate = {2021-04-07},\n\tauthor = {Gallo, Hugo},\n\tyear = {2021},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Delimitación del problema y la pregunta de investigación.\n \n \n \n \n\n\n \n Elizondo Cortés, M.; and González Videgaray, M. d. C.\n\n\n \n\n\n\n Universidad Nacional Autónoma de México, México, Primera edition, 2021.\n Accepted: 2021-09-22T17:11:31Z\n\n\n\n
\n\n\n\n \n \n $\"Delimitación$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{elizondo_cortes_delimitacion_2021,\n\taddress = {México},\n\tedition = {Primera},\n\ttitle = {Delimitación del problema y la pregunta de investigación},\n\tisbn = {978-607-30-4965-8},\n\turl = {http://www.librosoa.unam.mx/handle/123456789/3295},\n\tabstract = {La presente obra permite decidir acerca de lo que para nuestra investigación sería un punto de inicio adecuado, para un viaje más seguro, pero enormemente emocionante, de descubrimiento, aprendizaje y generación de conocimiento.},\n\tlanguage = {es},\n\turldate = {2024-02-03},\n\tpublisher = {Universidad Nacional Autónoma de México},\n\tauthor = {Elizondo Cortés, Mayra and González Videgaray, María del Carmen},\n\tyear = {2021},\n\tnote = {Accepted: 2021-09-22T17:11:31Z},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n

\n \n 2020\n \n \n (8)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Uso de kobotoolbox como herramienta para optimizar la recopilación y tabulación de datos en la investigación científica.\n \n \n \n \n\n\n \n Da Silva, S. S.; and Silva, M. R.\n\n\n \n\n\n\n Geoambiente On-line, (36): 122–140. May 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"Uso$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{da_silva_uso_2020,\n\ttitle = {Uso de kobotoolbox como herramienta para optimizar la recopilación y tabulación de datos en la investigación científica},\n\tissn = {1679-9860},\n\turl = {https://www.revistas.ufg.br/geoambiente/article/view/58264},\n\tdoi = {10.5216/revgeoamb.vi36.58264},\n\tabstract = {Resumo: Ainda e comum uso de questionários impressos por pesquisadores na fase de coleta de dados, precedido de um demorado processo de tabulação. Neste artigo discute-se a otimização nestas fases por meio do software KoBoToolbox que permite a coleta de dados por meio do smartphone e a tabulação automática em diversos formatos. A metodologia adotada foi uma abordagem qualitativa, desenvolvida por meio do método comparativo, de início concentrada na exposição dos principais elementos no cadastro é produção do questionário no KoBoToolbox, o seu envio ao app KoBoCollect instalado smartphone (Android), seguida do experimento realizado com questionário de 42 questões, comparando o tempo gasto na coleta e tabulação de dados com KoBoToolbox  e a mesma ação através de questionários impressos e sua tabulação em planilhas do Excel, por fim o comparativo do tempo gasto apenas na tabulação do questionário utilizando software em relação ao uso do Excel. O principal resultado obtido foi que com a utilização do software houve a redução de 45 minutos no processo de coleta e tabulação dos dados, em termos percentuais 75\\%, e ainda uma redução pela metade tempo médio gasto quando comparado apenas a tabulação passando de 32 minutos para apenas 15 minutos.  \nPalavras chaves: Coleta; Tabulação; Dados; Otimização.},\n\tnumber = {36},\n\turldate = {2024-06-17},\n\tjournal = {Geoambiente On-line},\n\tauthor = {Da Silva, Santiago Soares and Silva, Marcio Rodrigues},\n\tmonth = may,\n\tyear = {2020},\n\tpages = {122--140},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Fortalezas y debilidades de las principales bases de datos de información científica desde una perspectiva bibliométrica.\n \n \n \n \n\n\n \n Vuotto, A.; Di Césare, V.; and Pallotta, N.\n\n\n \n\n\n\n Palabra Clave, vol. 10, no. 1. October 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"Fortalezas$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{vuotto_fortalezas_2020,\n\ttitle = {Fortalezas y debilidades de las principales bases de datos de información científica desde una perspectiva bibliométrica},\n\tvolume = {vol. 10, no. 1},\n\tcopyright = {http://creativecommons.org/licenses/by-nc-sa/4.0/},\n\tissn = {1853-9912},\n\turl = {http://sedici.unlp.edu.ar/handle/10915/107719},\n\tdoi = {10/gtktrs},\n\tabstract = {En el presente trabajo se estudian las bases de datos de información científica más relevantes a nivel regional e internacional desde la perspectiva de sus características y funcionalidades. El objetivo principal consiste en identificar las fortalezas y debilidades de estas fuentes secundarias mediante el análisis de sus capacidades de indexación, cobertura, interoperabilidad y búsqueda y recuperación de información científica para la actividad bibliométrica. A partir de la observación y acopio de información desde los portales web de cada base evaluada, se desarrollan dos tablas diseñadas ad hoc que permiten el análisis y la comparación de su desempeño en función de una serie de dimensiones que van desde lo formal (origen, propósito, alcance) hasta lo funcional (acceso, formato, calidad). Se reflexiona sobre el aporte que estas fuentes pueden realizar a la construcción de matrices que permitan elaborar y calcular indicadores para la evaluación de la actividad científica. Se observa una marcada tendencia de los sistemas hacia el servicio de búsqueda y recuperación para la investigación bibliográfica, sin valor añadido para la reutilización de los datos de los registros recuperados. Se concluye que la mayoría de los sistemas estudiados requieren un importante trabajo de reestructuración y enriquecimiento de los registros para que sus servicios de exportación de datos constituyan verdaderas herramientas para la investigación bibliométrica.},\n\tlanguage = {es},\n\turldate = {2021-04-22},\n\tjournal = {Palabra Clave},\n\tauthor = {Vuotto, Andrés and Di Césare, Victoria and Pallotta, Natalia},\n\tmonth = oct,\n\tyear = {2020},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Epistemological Breaks in the Methodology of Social Research: Rupture and the Artifice of Technique.\n \n \n \n \n\n\n \n Whiteman, N.; and Dudley-Smith, R.\n\n\n \n\n\n\n Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 21(2): 21. May 2020.\n Number: 2\n\n\n\n
\n\n\n\n \n \n $\"Epistemological$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{whiteman_epistemological_2020,\n\ttitle = {Epistemological {Breaks} in the {Methodology} of {Social} {Research}: {Rupture} and the {Artifice} of {Technique}},\n\tvolume = {21},\n\tcopyright = {Copyright (c) 2020 Natasha Whiteman, Russell Dudley-Smith},\n\tissn = {1438-5627},\n\tshorttitle = {Epistemological {Breaks} in the {Methodology} of {Social} {Research}},\n\turl = {https://www.qualitative-research.net/index.php/fqs/article/view/3349},\n\tdoi = {10/gn2hcf},\n\tabstract = {As has often been noted, BACHELARD's counter-intuitive orientation to scientific inquiry, with its rationalizing insistence on relational anti-essentialism, has profound implications for social research methodology. The question remains how this orientation might inform the actual practice of research. In this article we present a pragmatic response, one that emphasizes the need to scrupulously avoid the use of essentialized categories. Doing so involves much work and constant vigilance, for which technique is an absolute requirement. Our reading of BACHELARD therefore insists that productive research requires the artifice of a methodological technology that wrenches research from self-evidence whilst avoiding its ossification in theory. We argue that this continuous disruption and rebuilding of forms of thought is necessary but often neglected in social research; often simply because suitable technology is unavailable. By developing work by DOWLING (1998, 2009, 2013), we then suggest one that is. This is demonstrated by contrasting a diagrammatic technology known for only breaking weakly with established categories—BECKER's classification of deviance—with a relational space that achieves the rational artifice required (one in fact more consistent with BECKER's own pragmatic project). The value of the artifice a relational space achieves is then illustrated in the empirical context of digital file-sharing.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2022-02-21},\n\tjournal = {Forum Qualitative Sozialforschung / Forum: Qualitative Social Research},\n\tauthor = {Whiteman, Natasha and Dudley-Smith, Russell},\n\tmonth = may,\n\tyear = {2020},\n\tnote = {Number: 2},\n\tkeywords = {Bachelard, Becker, Dowling, artifice, ethics of rupture, qualitative data analysis, relational space, social activity method},\n\tpages = {21},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n A Methodological Blueprint for Social Sciences Research–The Social Sciences Research Methodology Framework.\n \n \n \n\n\n \n Haydam, N. E.; and Steenkamp, P.\n\n\n \n\n\n\n EIRP Proceedings, 15(1). 2020.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{haydam_methodological_2020,\n\ttitle = {A {Methodological} {Blueprint} for {Social} {Sciences} {Research}–{The} {Social} {Sciences} {Research} {Methodology} {Framework}},\n\tvolume = {15},\n\tnumber = {1},\n\tjournal = {EIRP Proceedings},\n\tauthor = {Haydam, Norbert E. and Steenkamp, Pieter},\n\tyear = {2020},\n\tkeywords = {⛔ No DOI found},\n}\n\n\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Gestores de referencias como herramientas del día a día. Zotero.\n \n \n \n \n\n\n \n García-Puente, M.\n\n\n \n\n\n\n Pediatría Atención Primaria, 22(85): 95–101. March 2020.\n Publisher: Revista Pediatría de Atención Primaria\n\n\n\n
\n\n\n\n \n \n $\"Gestores$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{garcia-puente_gestores_2020,\n\ttitle = {Gestores de referencias como herramientas del día a día. {Zotero}},\n\tvolume = {22},\n\tissn = {1139-7632},\n\turl = {https://scielo.isciii.es/scielo.php?script=sci_abstract&pid=S1139-76322020000100022&lng=es&nrm=iso&tlng=pt},\n\tabstract = {ResumenLos gestores de referencias son herramientas surgidas en los años ochenta para facilitar la labor de citación y referencia en los textos académicos. Con los años, han aparecido nuevos gestores que incluyen nuevas funcionalidades, como localizar referencias en Internet, su descarga y almacenamiento, gestión, adición de información de cada referencia, e incluso algunos van más allá y facilitan la visibilidad y comunicación entre los investigadores. En este artículo nos centramos en los gestores de carácter gratuito, más concretamente en Zotero, explicando sus características, instalación y uso, y se hace una breve comparación con Mendeley. Los gestores de referencias son herramientas muy útiles e indispensables hoy en día que ahorran mucho tiempo y preocupaciones a cualquier persona que necesite presentar un trabajo académico o publicar un artículo.Palabras clave: Gestión de la información; Gestor de referencias; Investigación; Publicación; Software},\n\tnumber = {85},\n\turldate = {2021-08-01},\n\tjournal = {Pediatría Atención Primaria},\n\tauthor = {García-Puente, María},\n\tmonth = mar,\n\tyear = {2020},\n\tnote = {Publisher: Revista Pediatría de Atención Primaria},\n\tkeywords = {⛔ No DOI found},\n\tpages = {95--101},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Large-scale comparison of bibliographic data sources: Scopus, Web of Science, Dimensions, Crossref, and Microsoft Academic.\n \n \n \n \n\n\n \n Visser, M.; van Eck, N. J.; and Waltman, L.\n\n\n \n\n\n\n arXiv:2005.10732 [cs]. May 2020.\n arXiv: 2005.10732\n\n\n\n
\n\n\n\n \n \n $\"Large-scale$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@article{visser_large-scale_2020,\n\ttitle = {Large-scale comparison of bibliographic data sources: {Scopus}, {Web} of {Science}, {Dimensions}, {Crossref}, and {Microsoft} {Academic}},\n\tshorttitle = {Large-scale comparison of bibliographic data sources},\n\turl = {http://arxiv.org/abs/2005.10732},\n\tabstract = {We present a large-scale comparison of five multidisciplinary bibliographic data sources: Scopus, Web of Science, Dimensions, Crossref, and Microsoft Academic. The comparison considers all scientific documents from the period 2008-2017 covered by these data sources. Scopus is compared in a pairwise manner with each of the other data sources. We first analyze differences between the data sources in the coverage of documents, focusing for instance on differences over time, differences per document type, and differences per discipline. We then study differences in the completeness and accuracy of citation links. Based on our analysis, we discuss strengths and weaknesses of the different data sources. We emphasize the importance of combining a comprehensive coverage of the scientific literature with a flexible set of filters for making selections of the literature.},\n\turldate = {2020-09-11},\n\tjournal = {arXiv:2005.10732 [cs]},\n\tauthor = {Visser, Martijn and van Eck, Nees Jan and Waltman, Ludo},\n\tmonth = may,\n\tyear = {2020},\n\tnote = {arXiv: 2005.10732},\n\tkeywords = {Computer Science - Digital Libraries, ⛔ No DOI found},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Writing the Thesis.\n \n \n \n \n\n\n \n Carter, S.; Guerin, C.; and Aitchison, C.\n\n\n \n\n\n\n In Carter, S.; Guerin, C.; and Aitchison, C., editor(s), Doctoral Writing: Practices, Processes and Pleasures, pages 127–176. Springer, Singapore, 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"Writing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@incollection{carter_writing_2020,\n\taddress = {Singapore},\n\ttitle = {Writing the {Thesis}},\n\tisbn = {9789811518089},\n\turl = {https://doi.org/10.1007/978-981-15-1808-9_5},\n\tabstract = {The independent researcher, with sophisticated writing skills and need for a career, is one outcome of the doctorate. The text itself, the thesis, is another. This chapter swings focus onto that textual artefact, still concerned with the human experience of producing it, but aware that, for most candidates, the doctoral period of their life is dominated by the research and the writing of the thesis. That document itself takes centre stage.},\n\tlanguage = {en},\n\turldate = {2020-01-30},\n\tbooktitle = {Doctoral {Writing}: {Practices}, {Processes} and {Pleasures}},\n\tpublisher = {Springer},\n\tauthor = {Carter, Susan and Guerin, Cally and Aitchison, Claire},\n\teditor = {Carter, Susan and Guerin, Cally and Aitchison, Claire},\n\tyear = {2020},\n\tdoi = {10.1007/978-981-15-1808-9_5},\n\tpages = {127--176},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Tutorial: Uso de Grupos de Zotero para compartir bibliografía de un curso.\n \n \n \n \n\n\n \n Rogel-Salazar, R.\n\n\n \n\n\n\n 2020.\n \n\n\n\n
\n\n\n\n \n \n $\"Tutorial:$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@misc{rogel-salazar_tutorial_2020,\n\ttitle = {Tutorial: {Uso} de {Grupos} de {Zotero} para compartir bibliografía de un curso},\n\tshorttitle = {Tutorial},\n\turl = {https://www.youtube.com/watch?v=B1RPOwv6sUA&list=PLLDz9GYV7-mhUWoCYMlBcaV5esSP3gJtR},\n\tabstract = {Se describe la forma en que los Grupos de Zotero pueden servir para compartir la bibliografía de un curso.\n\nTutorial de apoyo para los estudiantes de la Facultad de Ciencias Políticas y Sociales, Universidad Autónoma del Estado de México},\n\turldate = {2020-08-20},\n\tauthor = {Rogel-Salazar, Rosario},\n\tyear = {2020},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n

\n \n 2019\n \n \n (6)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Writing the doctoral thesis differently.\n \n \n \n \n\n\n \n Weatherall, R.\n\n\n \n\n\n\n Management Learning, 50(1): 100–113. February 2019.\n Publisher: SAGE Publications Ltd\n\n\n\n
\n\n\n\n \n \n $\"Writing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{weatherall_writing_2019,\n\ttitle = {Writing the doctoral thesis differently},\n\tvolume = {50},\n\tissn = {1350-5076},\n\turl = {https://doi.org/10.1177/1350507618799867},\n\tdoi = {10.1177/1350507618799867},\n\tabstract = {Writing a doctoral thesis is a testament to years of anxiety, excitement, confusion, terror and passion. A thesis is, however, much more than just an output of learning. It is a formative process through which a doctoral student learns what it means to be a researcher. The doctoral thesis as a form of academic writing has, however, received scant attention in organisational studies. My decision to write my thesis differently inspired me to think deeply about the conventions and procedures of doctoral writing. How is it that doctoral students write? What conventions govern them? And how could doctoral writing be done differently to expand the boundaries of thought in management? In this article, I give an autoethnographic account of how I wrote my thesis differently to provide the groundwork for doctoral students to reconsider the conventional approach to doctoral writing. Ultimately, I offer guidance and points of reflection for how doctoral students and their supervisors might break with writing conventions and contribute to their learning as emerging management researchers through writing the doctoral thesis differently.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2024-06-21},\n\tjournal = {Management Learning},\n\tauthor = {Weatherall, Ruth},\n\tmonth = feb,\n\tyear = {2019},\n\tnote = {Publisher: SAGE Publications Ltd},\n\tpages = {100--113},\n}\n\n\n\n\n\n\n\n\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Formas, enfoques y tipos de investigación.\n \n \n \n \n\n\n \n Cruz Coria, E.; Velázquez Castro, J. A.; and Briones Juárez, A.\n\n\n \n\n\n\n July 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"Formas,$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@misc{cruz_coria_formas_2019,\n\taddress = {Hidalgo, México},\n\ttitle = {Formas, enfoques y tipos de investigación},\n\turl = {https://www.uaeh.edu.mx/docencia/P_Presentaciones/icea/asignatura/turismo/2020/formas-tipos-investigacion.pdf},\n\tabstract = {Research is a task inherent to the work that students perform throughout their academic training.\nThe approach to research problems requires a detailed analysis of the different approaches that\ncan guide an investigation. In this sense, the objective of this work is to characterize the\nquantitative and qualitative research approach for the generation of research approaches. This\ndocument presents the main characteristics of each of the approaches as well as the essential\nelements that differentiate them.},\n\tlanguage = {spa},\n\tauthor = {Cruz Coria, Erika and Velázquez Castro, Judith Alejandra and Briones Juárez, Abraham},\n\tmonth = jul,\n\tyear = {2019},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n La enseñanza de las Ciencias Sociales a partir de problemas sociales o temas controvertidos: estado de la cuestión y resultados de una investigación.\n \n \n \n \n\n\n \n Fernández, A. S.\n\n\n \n\n\n\n El Futuro del Pasado: revista electrónica de historia, (10): 57–79. 2019.\n Publisher: Universidad de Salamanca Section: El Futuro del Pasado: revista electrónica de historia\n\n\n\n
\n\n\n\n \n \n $\"La$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{fernandez_ensenanza_2019,\n\ttitle = {La enseñanza de las {Ciencias} {Sociales} a partir de problemas sociales o temas controvertidos: estado de la cuestión y resultados de una investigación},\n\tissn = {1989-9289},\n\tshorttitle = {La enseñanza de las {Ciencias} {Sociales} a partir de problemas sociales o temas controvertidos},\n\turl = {https://dialnet.unirioja.es/servlet/articulo?codigo=7105038},\n\tdoi = {10/gf9kxx},\n\tabstract = {Autoría: Antoni Santisteban Fernández.\nLocalización: El Futuro del Pasado: revista electrónica de historia. Nº. 10, 2019.\nArtículo de Revista en Dialnet.},\n\tlanguage = {spa},\n\tnumber = {10},\n\turldate = {2022-02-21},\n\tjournal = {El Futuro del Pasado: revista electrónica de historia},\n\tauthor = {Fernández, Antoni Santisteban},\n\tyear = {2019},\n\tnote = {Publisher: Universidad de Salamanca\nSection: El Futuro del Pasado: revista electrónica de historia},\n\tpages = {57--79},\n}\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Two new kids on the block: How do Crossref and Dimensions compare with Google Scholar, Microsoft Academic, Scopus and the Web of Science?.\n \n \n \n\n\n \n Harzing, A.\n\n\n \n\n\n\n Scientometrics, 120(1): 341–349. 2019.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{harzing_two_2019,\n\ttitle = {Two new kids on the block: {How} do {Crossref} and {Dimensions} compare with {Google} {Scholar}, {Microsoft} {Academic}, {Scopus} and the {Web} of {Science}?},\n\tvolume = {120},\n\tshorttitle = {Two new kids on the block},\n\tdoi = {10/gf24xf},\n\tabstract = {In the last 3 years, several new (free) sources for academic publication and citation data have joined the now well-established Google Scholar, complementing the two traditional commercial data sources: Scopus and the Web of Science. The most important of these new data sources are Microsoft Academic (2016), Crossref (2017) and Dimensions (2018). Whereas Microsoft Academic has received some attention from the bibliometric community, there are as yet very few studies that have investigated the coverage of Crossref or Dimensions. To address this gap, this brief letter assesses Crossref and Dimensions coverage in comparison to Google Scholar, Microsoft Academic, Scopus and the Web of Science through a detailed investigation of the full publication and citation record of a single academic, as well as six top journals in Business \\& Economics. Overall, this first small-scale study suggests that, when compared to Scopus and the Web of Science, Crossref and Dimensions have a similar or better coverage for both publications and citations, but a substantively lower coverage than Google Scholar and Microsoft Academic. If our findings can be confirmed by larger-scale studies, Crossref and Dimensions might serve as good alternatives to Scopus and the Web of Science for both literature reviews and citation analysis. However, Google Scholar and Microsoft Academic maintain their position as the most comprehensive free sources for publication and citation data.},\n\tnumber = {1},\n\tjournal = {Scientometrics},\n\tauthor = {Harzing, Anne-Wil},\n\tyear = {2019},\n\tpages = {341--349},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Blacklists and whitelists to tackle Predatory Publishing: a cross-sectional comparison and thematic analysis.\n \n \n \n \n\n\n \n Strinzel, M.; Severin, A.; Milzow, K.; and Egger, M.\n\n\n \n\n\n\n mBio, 10(3). June 2019.\n Publisher: American Society for Microbiology Section: Research Article\n\n\n\n
\n\n\n\n \n \n $\"Blacklists$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{strinzel_blacklists_2019,\n\ttitle = {Blacklists and whitelists to tackle {Predatory} {Publishing}: a cross-sectional comparison and thematic analysis},\n\tvolume = {10},\n\tcopyright = {Copyright © 2019 Strinzel et al.. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International license.},\n\tissn = {2150-7511},\n\tshorttitle = {Blacklists and {Whitelists} {To} {Tackle} {Predatory} {Publishing}},\n\turl = {https://mbio.asm.org/content/10/3/e00411-19},\n\tdoi = {10/c6wp},\n\tabstract = {We aimed to develop an in-depth understanding of quality criteria for scholarly journals by analyzing journals and publishers indexed in blacklists of predatory journals and whitelists of legitimate journals and the lists’ inclusion criteria. To quantify content overlaps between blacklists and whitelists, we employed the Jaro-Winkler string metric. To identify topics addressed by the lists’ inclusion criteria and to derive their concepts, we conducted qualitative coding. We included two blacklists (Beall’s and Cabells Scholarly Analytics’) and two whitelists (the Directory of Open Access Journals’ and Cabells Scholarly Analytics’). The number of journals per list ranged from 1,404 to 12,357, and the number of publishers ranged from 473 to 5,638. Seventy-two journals and 42 publishers were included in both a blacklist and a whitelist. Seven themes were identified in the inclusion criteria: (i) peer review; (ii) editorial services; (iii) policy; (iv) business practices; (v) publishing, archiving, and access; (vi) website; and (vii) indexing and metrics. Business practices accounted for almost half of the blacklists’ criteria, whereas whitelists gave more emphasis to criteria related to policy. Criteria could be allocated to four concepts: (i) transparency, (ii) ethics, (iii) professional standards, and (iv) peer review and other services. Whitelists gave most weight to transparency. Blacklists focused on ethics and professional standards. Whitelist criteria were easier to verify than those used in blacklists. Both types gave little emphasis to quality of peer review. Overall, the results show that there is overlap of journals and publishers between blacklists and whitelists. Lists differ in their criteria for quality and the weight given to different dimensions of quality. Aspects that are central but difficult to verify receive little attention.\nIMPORTANCE Predatory journals are spurious scientific outlets that charge fees for editorial and publishing services that they do not provide. Their lack of quality assurance of published articles increases the risk that unreliable research is published and thus jeopardizes the integrity and credibility of research as a whole. There is increasing awareness of the risks associated with predatory publishing, but efforts to address this situation are hampered by the lack of a clear definition of predatory outlets. Blacklists of predatory journals and whitelists of legitimate journals have been developed but not comprehensively examined. By systematically analyzing these lists, this study provides insights into their utility and delineates the different notions of quality and legitimacy in scholarly publishing used. This study contributes to a better understanding of the relevant concepts and provides a starting point for the development of a robust definition of predatory journals.},\n\tlanguage = {en},\n\tnumber = {3},\n\turldate = {2020-10-20},\n\tjournal = {mBio},\n\tauthor = {Strinzel, Michaela and Severin, Anna and Milzow, Katrin and Egger, Matthias},\n\tmonth = jun,\n\tyear = {2019},\n\tpmid = {31164459},\n\tnote = {Publisher: American Society for Microbiology\nSection: Research Article},\n}\n\n\n\n

\n

\n\n\n

\n We aimed to develop an in-depth understanding of quality criteria for scholarly journals by analyzing journals and publishers indexed in blacklists of predatory journals and whitelists of legitimate journals and the lists’ inclusion criteria. To quantify content overlaps between blacklists and whitelists, we employed the Jaro-Winkler string metric. To identify topics addressed by the lists’ inclusion criteria and to derive their concepts, we conducted qualitative coding. We included two blacklists (Beall’s and Cabells Scholarly Analytics’) and two whitelists (the Directory of Open Access Journals’ and Cabells Scholarly Analytics’). The number of journals per list ranged from 1,404 to 12,357, and the number of publishers ranged from 473 to 5,638. Seventy-two journals and 42 publishers were included in both a blacklist and a whitelist. Seven themes were identified in the inclusion criteria: (i) peer review; (ii) editorial services; (iii) policy; (iv) business practices; (v) publishing, archiving, and access; (vi) website; and (vii) indexing and metrics. Business practices accounted for almost half of the blacklists’ criteria, whereas whitelists gave more emphasis to criteria related to policy. Criteria could be allocated to four concepts: (i) transparency, (ii) ethics, (iii) professional standards, and (iv) peer review and other services. Whitelists gave most weight to transparency. Blacklists focused on ethics and professional standards. Whitelist criteria were easier to verify than those used in blacklists. Both types gave little emphasis to quality of peer review. Overall, the results show that there is overlap of journals and publishers between blacklists and whitelists. Lists differ in their criteria for quality and the weight given to different dimensions of quality. Aspects that are central but difficult to verify receive little attention. IMPORTANCE Predatory journals are spurious scientific outlets that charge fees for editorial and publishing services that they do not provide. Their lack of quality assurance of published articles increases the risk that unreliable research is published and thus jeopardizes the integrity and credibility of research as a whole. There is increasing awareness of the risks associated with predatory publishing, but efforts to address this situation are hampered by the lack of a clear definition of predatory outlets. Blacklists of predatory journals and whitelists of legitimate journals have been developed but not comprehensively examined. By systematically analyzing these lists, this study provides insights into their utility and delineates the different notions of quality and legitimacy in scholarly publishing used. This study contributes to a better understanding of the relevant concepts and provides a starting point for the development of a robust definition of predatory journals.\n

\n\n\n

\n \n\n \n \n \n \n \n \n A Concise Guide to Writing a Thesis or Dissertation : Educational Research and Beyond.\n \n \n \n \n\n\n \n Kornuta, H. M.; Germaine, R. W.; and Germaine, R. W.\n\n\n \n\n\n\n Routledge, April 2019.\n \n\n\n\n
\n\n\n\n \n \n $\"A$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{kornuta_concise_2019,\n\ttitle = {A {Concise} {Guide} to {Writing} a {Thesis} or {Dissertation} : {Educational} {Research} and {Beyond}},\n\tisbn = {978-0-429-05688-8},\n\tshorttitle = {A {Concise} {Guide} to {Writing} a {Thesis} or {Dissertation}},\n\turl = {https://www.taylorfrancis.com/books/9780429056888},\n\tabstract = {A Concise Guide to Writing a Thesis or Dissertation provides clear, succinct, and intentional guidelines about organizing and writing a thesis or dissertation.},\n\tlanguage = {en},\n\turldate = {2020-01-30},\n\tpublisher = {Routledge},\n\tauthor = {Kornuta, Halyna M. and Germaine, Ron W. and Germaine, Ron W.},\n\tmonth = apr,\n\tyear = {2019},\n\tdoi = {10.4324/9780429056888},\n}\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

\n

\n\n\n\n\n\n

\n

\n \n 2018\n \n \n (8)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Google Forms en la evaluación diagnóstica como apoyo en las actividades docentes. Caso con estudiantes de la Licenciatura en Turismo.\n \n \n \n \n\n\n \n López, H. P. L.; Vera, M. G. P.; and Vera, S. M. P.\n\n\n \n\n\n\n RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 9(17): 84–111. June 2018.\n Number: 17\n\n\n\n
\n\n\n\n \n \n $\"Google$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{lopez_google_2018,\n\ttitle = {Google {Forms} en la evaluación diagnóstica como apoyo en las actividades docentes. {Caso} con estudiantes de la {Licenciatura} en {Turismo}},\n\tvolume = {9},\n\tcopyright = {Derechos de autor},\n\tissn = {2007-7467},\n\turl = {https://ride.org.mx/index.php/RIDE/article/view/374},\n\tdoi = {10.23913/ride.v9i17.374},\n\tabstract = {Resumen\n\t\t\t\t    \n\t\t\t\t\tComo herramienta digital de apoyo a las actividades docentes, se exploró el uso de las tecnologías de la información y la comunicación (TIC) en la creación y uso de formularios elaborados con Google Forms. Para ello se realizó un estudio cualitativo de diseño no experimental de tipo exploratorio-descriptivo. Y se diseñó un instrumento para identificar los conocimientos previos con que ingresaron los estudiantes de la unidad de aprendizaje de Tecnologías de la Información y la Comunicación de la Licenciatura en Turismo en la Escuela Superior de Turismo (EST) del Instituto Politécnico Nacional (IPN). Los resultados obtenidos en la sección sociodemográfica, proporcionaron  información sobre la conformación de los grupos en cuanto al predominio del sexo, edad y situación civil, entre otros datos; en los usos académicos de la red,  información sobre éstos y el tiempo invertido por día, las habilidades personales de los alumnos con respecto al uso de las TIC (y sus saberes previos), por último, en el área de rendimiento académico y situación económica con que ingresaron los estudiant4es, datos que identificaron la pertinencia de canalizarlos al área respectiva con el fin se solicitar apoyos económicos para la continuidad de sus estudios. Finalmente se obtuvo información relevante para adecuar el modelo de evaluación y el plan didáctico de la asignatura, enfocado en el desarrollo de competencias, siendo algunos usos de la red para asuntos académicos y otros para la adquisición de habilidades personales.},\n\tlanguage = {es},\n\tnumber = {17},\n\turldate = {2024-06-21},\n\tjournal = {RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo},\n\tauthor = {López, Hermelinda Patricia Leyva and Vera, Monserrat Gabriela Pérez and Vera, Sandra Mercedes Pérez},\n\tmonth = jun,\n\tyear = {2018},\n\tnote = {Number: 17},\n\tpages = {84--111},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n El marco teórico referencial y los enfoques de investigación: José Antonio Cortez Torrez.\n \n \n \n \n\n\n \n Torrez, J. A. C.\n\n\n \n\n\n\n Apthapi, 4(1): 1036–1062. April 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"El$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{torrez_marco_2018,\n\ttitle = {El marco teórico referencial y los enfoques de investigación: {José} {Antonio} {Cortez} {Torrez}},\n\tvolume = {4},\n\tissn = {2519-9382},\n\tshorttitle = {El marco teórico referencial y los enfoques de investigación},\n\turl = {https://apthapi.umsa.bo/index.php/ATP/article/view/213},\n\tlanguage = {es},\n\tnumber = {1},\n\turldate = {2024-06-16},\n\tjournal = {Apthapi},\n\tauthor = {Torrez, José Antonio Cortez},\n\tmonth = apr,\n\tyear = {2018},\n\tkeywords = {Marco teórico, enfoques de investigación, paradigmas de investigación},\n\tpages = {1036--1062},\n}\n\n\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n From ideas to studies: how to get ideas and sharpen them into research questions.\n \n \n \n \n\n\n \n Vandenbroucke, J. P; and Pearce, N.\n\n\n \n\n\n\n Clinical Epidemiology, 10: 253–264. March 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"From$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{vandenbroucke_ideas_2018,\n\ttitle = {From ideas to studies: how to get ideas and sharpen them into research questions},\n\tvolume = {10},\n\tissn = {1179-1349},\n\tshorttitle = {From ideas to studies},\n\turl = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5846748/},\n\tdoi = {10/ggrxd9},\n\tabstract = {Where do new research questions come from? This is at best only partially taught in courses or textbooks about clinical or epidemiological research. Methods are taught under the assumption that a researcher already knows the research question and knows which methods will fit that question. Similarly, the real complexity of the thought processes that lead to a scientific undertaking is almost never described in published papers. In this paper, we first discuss how to get an idea that is worth researching. We describe sources of new ideas and how to foster a creative attitude by “cultivating your thoughts”. Only a few of these ideas will make it into a study. Next, we describe how to sharpen and focus a research question so that a study becomes feasible and a valid test of the underlying idea. To do this, the idea needs to be “pruned”. Pruning a research question means cutting away anything that is unnecessary, so that only the essence remains. This includes determining both the latent and the stated objectives, specific pruning questions, and the use of specific schemes to structure reasoning. After this, the following steps include preparation of a brief protocol, conduct of a pilot study, and writing a draft of the paper including draft tables. Then you are ready to carry out your research.},\n\turldate = {2024-01-30},\n\tjournal = {Clinical Epidemiology},\n\tauthor = {Vandenbroucke, Jan P and Pearce, Neil},\n\tmonth = mar,\n\tyear = {2018},\n\tpmid = {29563838},\n\tpmcid = {PMC5846748},\n\tpages = {253--264},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n \"Tell me exactly what it was that I was doing that was so bad\": Understanding the Needs and Expectations of Working-Class Students in Writing Centers.\n \n \n \n \n\n\n \n Denny, H.; Nordlof, J.; and Salem, L.\n\n\n \n\n\n\n The Writing Center Journal, 37(1): 67–100. 2018.\n Publisher: Writing Center Journal\n\n\n\n
\n\n\n\n \n \n $\""Tell$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{denny_tell_2018,\n\ttitle = {"{Tell} me exactly what it was that {I} was doing that was so bad": {Understanding} the {Needs} and {Expectations} of {Working}-{Class} {Students} in {Writing} {Centers}},\n\tvolume = {37},\n\tissn = {0889-6143},\n\tshorttitle = {"{Tell} me exactly what it was that {I} was doing that was so bad"},\n\turl = {http://www.jstor.org/stable/26537363},\n\tdoi = {10/jt55},\n\tabstract = {This study presents insights from hour-long interviews with eighteen working-class students from three different higher education institutions. It finds that working-class students' perceptions of the writing center are at odds with how writing centers perceive themselves. The working-class students in our study generally wanted support that was more direct, more "expert," and more generous than what they found in the writing center. The participants' experiences pose important questions for writing center directors who want to provide services more closely matched to students' needs.},\n\tnumber = {1},\n\turldate = {2021-04-21},\n\tjournal = {The Writing Center Journal},\n\tauthor = {Denny, Harry and Nordlof, John and Salem, Lori},\n\tyear = {2018},\n\tnote = {Publisher: Writing Center Journal},\n\tpages = {67--100},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Writing the Winning Thesis or Dissertation: A Step-by-Step Guide.\n \n \n \n\n\n \n Joyner, R. L.; Rouse, W. A.; and Glatthorn, A. A.\n\n\n \n\n\n\n Corwin Press, June 2018.\n Google-Books-ID: Hi1cDwAAQBAJ\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@book{joyner_writing_2018,\n\ttitle = {Writing the {Winning} {Thesis} or {Dissertation}: {A} {Step}-by-{Step} {Guide}},\n\tisbn = {978-1-5443-1721-2},\n\tshorttitle = {Writing the {Winning} {Thesis} or {Dissertation}},\n\tabstract = {The classic step-by-step guide to thesis and dissertation success, fully updated for 2018.   From research to defense, a masters thesis or doctoral dissertation is a major undertaking. Since 1998, this book has been the go-to resource for scholars seeking guidance at every phase of the process.   This revised and updated fourth edition is the most comprehensive guide yet to researching, writing, and publishing a successful thesis or dissertation. It includes:   Insights on leveraging new technologies to maximize work efficiency. Current case studies demonstrating the book’s teachings.  Tested principles of effective planning, an engaging writing style, defense preparation, and more.},\n\tlanguage = {en},\n\tpublisher = {Corwin Press},\n\tauthor = {Joyner, Randy L. and Rouse, William A. and Glatthorn, Allan A.},\n\tmonth = jun,\n\tyear = {2018},\n\tnote = {Google-Books-ID: Hi1cDwAAQBAJ},\n\tkeywords = {Education / Administration / General, Education / Research},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Shadow Libraries: Access to Knowledge in Global Higher Education.\n \n \n \n \n\n\n \n Karaganis, J.,\n editor.\n \n\n\n \n\n\n\n of International Development Research CentreMIT Press, Cambridge, MA, USA, May 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"Shadow$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{karaganis_shadow_2018,\n\taddress = {Cambridge, MA, USA},\n\tseries = {International {Development} {Research} {Centre}},\n\ttitle = {Shadow {Libraries}: {Access} to {Knowledge} in {Global} {Higher} {Education}},\n\tisbn = {978-0-262-53501-4},\n\tshorttitle = {Shadow {Libraries}},\n\turl = {https://direct.mit.edu/books/book/3600/Shadow-LibrariesAccess-to-Knowledge-in-Global},\n\tabstract = {How students get the materials they need as opportunities for higher education expand but funding shrinks.},\n\tlanguage = {en},\n\tpublisher = {MIT Press},\n\teditor = {Karaganis, Joe},\n\tmonth = may,\n\tyear = {2018},\n}\n\n\n\n\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Thesis, Dissertation and Project.\n \n \n \n \n\n\n \n Parija, S. C.; and Kate, V.\n\n\n \n\n\n\n In Parija, S. C.; and Kate, V., editor(s), Thesis Writing for Master's and Ph.D. Program, pages 3–10. Springer, Singapore, 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"Thesis,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@incollection{parija_thesis_2018,\n\taddress = {Singapore},\n\ttitle = {Thesis, {Dissertation} and {Project}},\n\tisbn = {9789811308901},\n\turl = {https://doi.org/10.1007/978-981-13-0890-1_1},\n\tabstract = {In most institutes and universities dissertation and thesis is a part of the curriculum and a mandatory requirement for the award of a postgraduate or doctoral degree. The process of doing literature review provides an in-depth knowledge in a particular field and helps postgraduates to familiarize with statistical concepts. The outcomes of thesis, dissertation and projects can be published as a research paper in scientific journals. Research career of the postgraduate can also be set off by the thesis and dissertation work. Thesis writing can be understood in a simplified manner by following the ten defined steps starting from choosing suitable research area to get the thesis published.},\n\tlanguage = {en},\n\turldate = {2020-01-30},\n\tbooktitle = {Thesis {Writing} for {Master}'s and {Ph}.{D}. {Program}},\n\tpublisher = {Springer},\n\tauthor = {Parija, Subhash Chandra and Kate, Vikram},\n\teditor = {Parija, Subhash Chandra and Kate, Vikram},\n\tyear = {2018},\n\tdoi = {10.1007/978-981-13-0890-1_1},\n\tpages = {3--10},\n}\n\n\n\n\n\n\n\n\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Science walks on two legs, but social sciences try to hop on one.\n \n \n \n \n\n\n \n Taagepera, R.\n\n\n \n\n\n\n International Political Science Review, 39(1): 145–159. January 2018.\n \n\n\n\n
\n\n\n\n \n \n $\"Science$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{taagepera_science_2018,\n\ttitle = {Science walks on two legs, but social sciences try to hop on one},\n\tvolume = {39},\n\tissn = {0192-5121, 1460-373X},\n\turl = {http://journals.sagepub.com/doi/10.1177/0192512116682185},\n\tdoi = {10.1177/0192512116682185},\n\tabstract = {Science walks on two legs. One leg consists of asking: How things are? This leads to observation, measurement, graphing, and statistical description. The other leg consists of asking: How things should be, on logical grounds? This leads to logical models that should become quantitatively predictive. Science largely consists of such models, tested with data. Developed science establishes not only connections among individual factors but also connections among these connections. As an illustration, I use laws about human activity I have found. But social sciences often take the lazy road of fitting raw data with a straight line or some fashionable format, unaware of the need to think and build models based on logic, as stressed by Karl Deutsch. As expounded in my Making Social Sciences More Scientific (2008) and Logical Models and Basic Numeracy in Social Sciences, www.psych.ut.ee/stk/Beginners\\_Logical\\_Models.pdf , I call for a major widening in social science methodology.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2022-02-16},\n\tjournal = {International Political Science Review},\n\tauthor = {Taagepera, Rein},\n\tmonth = jan,\n\tyear = {2018},\n\tpages = {145--159},\n}\n\n\n\n\n\n\n\n

\n

\n\n\n\n\n\n

\n

\n \n 2017\n \n \n (4)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Cómo escribir un artículo científico por primera vez.\n \n \n \n \n\n\n \n Santesteban-Echarri, O.; and Núñez-Morales, N. I.\n\n\n \n\n\n\n January 2017.\n \n\n\n\n
\n\n\n\n \n \n $\"Cómo$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@misc{santesteban-echarri_como_2017,\n\ttitle = {Cómo escribir un artículo científico por primera vez},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/S1134593417300040},\n\tlanguage = {es},\n\turldate = {2024-01-30},\n\tauthor = {Santesteban-Echarri, Olga and Núñez-Morales, Nuria I.},\n\tmonth = jan,\n\tyear = {2017},\n}\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Mixed Methods in the Organizational Sciences: Taking Stock and Moving Forward.\n \n \n \n \n\n\n \n Molina-Azorin, J. F.; Bergh, D. D.; Corley, K. G.; and Ketchen, D. J.\n\n\n \n\n\n\n Organizational Research Methods, 20(2): 179–192. April 2017.\n Publisher: SAGE Publications Inc\n\n\n\n
\n\n\n\n \n \n $\"Mixed$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{molina-azorin_mixed_2017,\n\ttitle = {Mixed {Methods} in the {Organizational} {Sciences}: {Taking} {Stock} and {Moving} {Forward}},\n\tvolume = {20},\n\tissn = {1094-4281},\n\tshorttitle = {Mixed {Methods} in the {Organizational} {Sciences}},\n\turl = {https://doi.org/10.1177/1094428116687026},\n\tdoi = {10.1177/1094428116687026},\n\tabstract = {A growing methodological trend is emerging from the recognition that integrating qualitative and quantitative methods in the same study, that is, employing a mixed methods approach, can provide the necessary empirical intricacy and rigor to match the complexities of organizational phenomena. The authors describe opportunities and challenges of mixed methods research in the organizational sciences, explain how the articles offered in this Feature Topic help to advance mixed methods in our field, and offer suggestions for future work that may create additional progress.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2024-05-15},\n\tjournal = {Organizational Research Methods},\n\tauthor = {Molina-Azorin, José F. and Bergh, Donald D. and Corley, Kevin G. and Ketchen, David J.},\n\tmonth = apr,\n\tyear = {2017},\n\tnote = {Publisher: SAGE Publications Inc},\n\tpages = {179--192},\n}\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Quantitative and Qualitative Social Research.\n \n \n \n\n\n \n Alkali, A.\n\n\n \n\n\n\n In 2017. \n ZSCC: 0000000\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@inproceedings{alkali_quantitative_2017,\n\ttitle = {Quantitative and {Qualitative} {Social} {Research}},\n\tauthor = {Alkali, Abdul-Majeed},\n\tyear = {2017},\n\tnote = {ZSCC: 0000000},\n\tkeywords = {⛔ No DOI found},\n}\n\n\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Interdisciplinary Collaboration between Natural and Social Sciences – Status and Trends Exemplified in Groundwater Research.\n \n \n \n \n\n\n \n Barthel, R.; and Seidl, R.\n\n\n \n\n\n\n PLoS One; San Francisco, 12(1). 2017.\n ZSCC: 0000052\n\n\n\n
\n\n\n\n \n \n $\"Interdisciplinary$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{barthel_interdisciplinary_2017,\n\ttitle = {Interdisciplinary {Collaboration} between {Natural} and {Social} {Sciences} – {Status} and {Trends} {Exemplified} in {Groundwater} {Research}},\n\tvolume = {12},\n\tcopyright = {© 2017 Barthel, Seidl. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.},\n\turl = {http://search.proquest.com/docview/1862247550/abstract/2770EC5707BE4378PQ/1},\n\tdoi = {10/f9nx8x},\n\tabstract = {Interdisciplinary collaboration, particularly between natural and social sciences, is perceived as crucial to solving the significant challenges facing humanity. However, despite the need for such collaboration being expressed more frequently and intensely, it remains unclear to what degree such collaboration actually takes place, what trends and developments there are and which actors are involved. Previous studies, often based on bibliometric analysis of large bodies of literature, partly observed an increase in interdisciplinary collaboration in general, but in particular, the collaboration among distant fields was less explored. Other more qualitative studies found that interdisciplinary collaboration, particularly between natural and social scientists was not well developed, and obstacles abounded. To shed some light on the actual status and developments of this collaboration, we performed an analysis based on a sample of articles on groundwater research. We first identified journals and articles therein that potentially combined natural and social science aspects of groundwater research. Next, we analysed the disciplinary composition of their authors’ teams, cited references, titles and keywords, making use of our detailed personal expertise in groundwater research and its interdisciplinary aspects. We combined several indicators developed from this analysis into a final classification of the degree of multidisciplinarity of each article. Covering the period between 1990 and 2014, we found that the overall percentage of multidisciplinary articles was in the low single-digit range, with only slight increases over the past decades. The interdisciplinarity of individuals plays a major role compared to interdisciplinarity involving two or more researchers. If collaboration with natural sciences takes place, social science is represented most often by economists. As a side result, we found that journals publishing multidisciplinary research had lower impact factors on average, and multidisciplinary papers were cited much less than mono-disciplinary ones.},\n\tlanguage = {English},\n\tnumber = {1},\n\turldate = {2018-11-05},\n\tjournal = {PLoS One; San Francisco},\n\tauthor = {Barthel, Roland and Seidl, Roman},\n\tyear = {2017},\n\tnote = {ZSCC: 0000052},\n\tkeywords = {Agricultural economics, Bibliometrics, Citation analysis, Scientific publishing, Scientists, Social research, Social sciences, Water resources},\n}\n\n\n\n\n\n\n\n

\n

\n\n\n

\n Interdisciplinary collaboration, particularly between natural and social sciences, is perceived as crucial to solving the significant challenges facing humanity. However, despite the need for such collaboration being expressed more frequently and intensely, it remains unclear to what degree such collaboration actually takes place, what trends and developments there are and which actors are involved. Previous studies, often based on bibliometric analysis of large bodies of literature, partly observed an increase in interdisciplinary collaboration in general, but in particular, the collaboration among distant fields was less explored. Other more qualitative studies found that interdisciplinary collaboration, particularly between natural and social scientists was not well developed, and obstacles abounded. To shed some light on the actual status and developments of this collaboration, we performed an analysis based on a sample of articles on groundwater research. We first identified journals and articles therein that potentially combined natural and social science aspects of groundwater research. Next, we analysed the disciplinary composition of their authors’ teams, cited references, titles and keywords, making use of our detailed personal expertise in groundwater research and its interdisciplinary aspects. We combined several indicators developed from this analysis into a final classification of the degree of multidisciplinarity of each article. Covering the period between 1990 and 2014, we found that the overall percentage of multidisciplinary articles was in the low single-digit range, with only slight increases over the past decades. The interdisciplinarity of individuals plays a major role compared to interdisciplinarity involving two or more researchers. If collaboration with natural sciences takes place, social science is represented most often by economists. As a side result, we found that journals publishing multidisciplinary research had lower impact factors on average, and multidisciplinary papers were cited much less than mono-disciplinary ones.\n

\n\n\n

\n\n\n\n\n\n

\n

\n \n 2016\n \n \n (3)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Percepciones y expectativas del aprendizaje en jóvenes universitarios.\n \n \n \n \n\n\n \n Soto Ortiz, J. L.; and Torres Gastelú, C. A.\n\n\n \n\n\n\n REDU. Revista de Docencia Universitaria, 14(1): 51. June 2016.\n \n\n\n\n
\n\n\n\n \n \n $\"Percepciones$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{soto_ortiz_percepciones_2016,\n\ttitle = {Percepciones y expectativas del aprendizaje en jóvenes universitarios},\n\tvolume = {14},\n\tcopyright = {http://creativecommons.org/licenses/by-nc-nd/4.0},\n\tissn = {1887-4592, 1887-4592},\n\turl = {http://polipapers.upv.es/index.php/REDU/article/view/5797},\n\tdoi = {10.4995/redu.2016.5797},\n\tabstract = {Este artículo plantea un esbozo de perfil del estudiante universitario considerando algunos aspectos inherentes al proceso de enseñanza-aprendizaje. El objetivo fue analizar la percepción y las expectativas acerca del escenario de aprendizaje por parte del alumnado de la Universidad Veracruzana en México. El tipo de investigación es cualitativo y está conformado por 20 estudiantes distribuidos en cuatro grupos focales pertenecientes a dos regiones: Veracruz y Xalapa. Para la recolección de datos se grabaron las entrevistas de cada sesión y se transcribieron en formato digital para el analisis de contenido utilizando el software Qda Miner versión lite. Los resultados del estudio señalan la actitud y actualización docente como factor clave para el proceso de enseñanza, en tanto que las rutinas de estudio, la interacción docente-alumnos fomentan el aprendizaje por parte de los estudiantes. Cabe destacar que no se encontraron diferencias significativas en las dimensiones de percepción y expectativas de los escenarios de aprendizaje a nivel de centro educativo. Finalmente los jóvenes universitarios enfatizan la necesidad de modificar el rol del docente como un acompañante en el proceso de enseñanza-aprendizaje, el cual permita dar respuesta puntual a las demandas de los estudiantes mejorando los aspectos de actitud, uso de nuevas tecnologías; asimismo destaca la necesidad de articular la evaluación final a lo largo del curso y no solamente tomar en cuenta el examen escrito.},\n\tlanguage = {es},\n\tnumber = {1},\n\turldate = {2024-06-20},\n\tjournal = {REDU. Revista de Docencia Universitaria},\n\tauthor = {Soto Ortiz, J. L. and Torres Gastelú, C. A.},\n\tmonth = jun,\n\tyear = {2016},\n\tpages = {51},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n The “Problem” of Interdisciplinarity in Theory, Practice, and History.\n \n \n \n \n\n\n \n Graff, H. J.\n\n\n \n\n\n\n Social Science History, 40(4): 775–803. 2016.\n ZSCC: 0000025\n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{graff_problem_2016,\n\ttitle = {The “{Problem}” of {Interdisciplinarity} in {Theory}, {Practice}, and {History}},\n\tvolume = {40},\n\tissn = {0145-5532, 1527-8034},\n\turl = {http://www.cambridge.org/core/journals/social-science-history/article/problem-of-interdisciplinarity-in-theory-practice-and-history/8B306077373A433D85C837622F447440#},\n\tdoi = {10/gfgf},\n\tabstract = {Interdisciplinarity is among the most talked about but most misunderstood topics in education on all levels today. Seen as the savior of research and teaching, especially in universities, and of society, or the seeds of destruction, interdisciplinarity's proponents and critics talk past each other. Seldom do they seek common terms; typically, they mean very different approaches when they refer to interdisciplinarity. They erroneously dichotomize disciplines and interdisciplines, confuse specialization and synthesis, and misconstrue “integration.” They also date the historical turn to interdisciplinarity too late. This article critically reviews the history, historiography, and sociology of knowledge of interdisciplinarity with a focus on etiology, epistemology, definitions, relationships among and between disciplines, intellectual and institutional locations, and the organization of knowledge. A new, more historical approach to the “problem” of interdisciplinarity is proposed.},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2018-11-05},\n\tjournal = {Social Science History},\n\tauthor = {Graff, Harvey J.},\n\tyear = {2016},\n\tnote = {ZSCC: 0000025},\n\tpages = {775--803},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n ¿Cómo hacer una Tesis Doctoral?: fuentes y recursos de información sobre Tesis Doctorales. La guia del investigador.\n \n \n \n \n\n\n \n Arévalo, J. A.\n\n\n \n\n\n\n November 2016.\n \n\n\n\n
\n\n\n\n \n \n $\"¿Cómo$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@misc{arevalo_como_2016,\n\ttitle = {¿{Cómo} hacer una {Tesis} {Doctoral}?: fuentes y recursos de información sobre {Tesis} {Doctorales}. {La} guia del investigador},\n\tshorttitle = {¿{Cómo} hacer una {Tesis} {Doctoral}?},\n\turl = {https://universoabierto.org/2016/11/12/fuentes-y-recursos-de-informacion-sobre-tesis-doctorales/},\n\tabstract = {Una tesis doctoral es un estudio escrito sobre una investigación de carácter original efectuada por un estudiante o un escritor con base en un análisis de publicaciones hechas por otros sobre un te…},\n\tlanguage = {es-ES},\n\turldate = {2020-01-29},\n\tjournal = {Universo Abierto},\n\tauthor = {Arévalo, Julio Alonso},\n\tmonth = nov,\n\tyear = {2016},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n

\n \n 2013\n \n \n (2)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n Un acercamiento a los métodos mixtos de investigación en educación médica.\n \n \n \n\n\n \n Hamui-Sutton, A.\n\n\n \n\n\n\n Investigación en educación médica [online], 2(8): 211–216. 2013.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{hamui-sutton_acercamiento_2013,\n\ttitle = {Un acercamiento a los métodos mixtos de investigación en educación médica.},\n\tvolume = {2},\n\tabstract = {Los métodos mixtos (MM) combinan la perspectiva cuantitativa (cuanti) y cualitativa (cuali) en un mismo estudio, con el objetivo de darle profundidad al análisis cuando las preguntas de investigación son complejas. Más que la suma de resultados cuanti y cuali, la metodología mixta es una orientación con su cosmovisión, su vocabulario y sus propias técnicas, enraizada en la filosofía pragmática con énfasis en las consecuencias de la acción en las prácticas del mundo real. En este artículo se presentan los cuatro modelos de MM más utilizados en estudios relacionados con las ciencias de la salud en las últimas dos décadas, estos son: 1) modelo para desarrollar instrumentos; 2) modelo explicativo o aclaratorio; 3) modelo de triangulación; y 4) modelo de transformación longitudinal, así como algunos lineamientos para su utilización en la investigación educativa. Los MM permiten ampliar las preguntas y las teorías para dar cuenta de la realidad e incidir en los procesos de enseñanza y aprendizaje. Las respuestas obtenidas a través de la aplicación de MM son ricas, significativas y aportan a la comprensión de los fenómenos educativos que a su vez hacen surgir nuevas preguntas. Los MM le ofrecen al investigador la oportunidad de descubrir orientaciones novedosas, ensayar con variadas estrategias y encontrar sentidos que van más allá de aquellos derivados del uso de un solo método.},\n\tnumber = {8},\n\tjournal = {Investigación en educación médica [online]},\n\tauthor = {Hamui-Sutton, Alicia},\n\tyear = {2013},\n\tpages = {211--216},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Ten Simple Rules for Writing a Literature Review.\n \n \n \n \n\n\n \n Pautasso, M.\n\n\n \n\n\n\n PLOS Computational Biology, 9(7): e1003149. July 2013.\n Publisher: Public Library of Science\n\n\n\n
\n\n\n\n \n \n $\"Ten$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{pautasso_ten_2013,\n\ttitle = {Ten {Simple} {Rules} for {Writing} a {Literature} {Review}},\n\tvolume = {9},\n\tissn = {1553-7358},\n\turl = {https://journals.plos.org/ploscompbiol/article?id=10.1371/journal.pcbi.1003149},\n\tdoi = {10/gcx9dm},\n\tlanguage = {en},\n\tnumber = {7},\n\turldate = {2022-10-18},\n\tjournal = {PLOS Computational Biology},\n\tauthor = {Pautasso, Marco},\n\tmonth = jul,\n\tyear = {2013},\n\tnote = {Publisher: Public Library of Science},\n\tkeywords = {Citation analysis, Computational biology, Database searching, Malaria, Obesity, Peer review, Scientists, Systematic reviews},\n\tpages = {e1003149},\n}\n\n\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 2012\n \n \n (1)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Hipótesis, Método & Diseño de Investigación.\n \n \n \n \n\n\n \n Abreu, J. L.\n\n\n \n\n\n\n Daena: International Journal of Good Conscience, 7(2): 187–197. 2012.\n \n\n\n\n
\n\n\n\n \n \n $\"Hipótesis,$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{abreu_hipotesis_2012,\n\ttitle = {Hipótesis, {Método} \\& {Diseño} de {Investigación}},\n\tvolume = {7},\n\tissn = {1870-557X},\n\turl = {http://www.spentamexico.org/v7-n2/7(2)187-197.pdf},\n\tabstract = {Se logró determinar que a partir de las preguntas y de los objetivos de investigación, con fundamentos en las bases teóricas encontradas, las observaciones, y los procesos intuitivos y empíricos por los que transita el investigador, se formulan las hipótesis para dar explicaciones provisionales a la problemática planteada. En esta discusión es importante resaltar que el tipo de pregunta hecha por el investigador determinará en última instancia el tipo de enfoque necesario para completar una evaluación precisa del tema de la investigación.},\n\tlanguage = {Español},\n\tnumber = {2},\n\tjournal = {Daena: International Journal of Good Conscience},\n\tauthor = {Abreu, José Luis},\n\tyear = {2012},\n\tkeywords = {⛔ No DOI found},\n\tpages = {187--197},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n

\n \n 2011\n \n \n (6)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Manual de redacción académica e investigativa: cómo escribir, evaluar y publicar artículos.\n \n \n \n \n\n\n \n Sánchez Upegui, A. A.\n\n\n \n\n\n\n Católica del Norte Fundación Universitaria, Medellín, Colombia, 1a edition, 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"Manual$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{sanchez_upegui_manual_2011,\n\taddress = {Medellín, Colombia},\n\tedition = {1a},\n\ttitle = {Manual de redacción académica e investigativa: cómo escribir, evaluar y publicar artículos.},\n\tisbn = {978-958-99059-1-3},\n\turl = {https://drive.google.com/file/d/1lqjZ8diRU27-b6_Dty6AoMTM5nXSMHZ3/view},\n\tlanguage = {Español},\n\turldate = {2024-06-21},\n\tpublisher = {Católica del Norte Fundación Universitaria},\n\tauthor = {Sánchez Upegui, Alexánder Arbey},\n\tyear = {2011},\n}\n\n\n\n\n\n\n\n\n\n\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Los diseños de método mixto en la investigación en educación: Una experiencia concreta.\n \n \n \n \n\n\n \n Pereira Pérez, Z.\n\n\n \n\n\n\n In Revista Electrónica Educare, volume 15, pages 15–29, June 2011. \n ISSN: 1409-4258 Issue: 1 Journal Abbreviation: Rev. Electr. Educare\n\n\n\n
\n\n\n\n \n \n $\"Los$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@inproceedings{pereira_perez_disenos_2011,\n\ttitle = {Los diseños de método mixto en la investigación en educación: {Una} experiencia concreta},\n\tvolume = {15},\n\tcopyright = {http://creativecommons.org/licenses/by-nc-nd/3.0/cr/deed.es\\_ES},\n\tshorttitle = {Los diseños de método mixto en la investigación en educación},\n\turl = {https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/867},\n\tdoi = {10.15359/ree.15-1.2},\n\tabstract = {Recibido 14 de octubre de 2010 • Aceptado 09 de marzo de 2011 • Corregido 02 de junio de 2011 \n  \nLa utilización de los diseños de método mixto se constituyen, día a día, en una excelente alternativa para abordar temáticas de investigación en el campo educativo. Este ensayo plantea una revisión acerca de dichos diseños y los ejemplifica con una experiencia concreta de investigación realizada por la propia autora, en la que fue aplicado un diseño de método mixto para una temática en el campo educativo.},\n\turldate = {2024-06-21},\n\tbooktitle = {Revista {Electrónica} {Educare}},\n\tauthor = {Pereira Pérez, Zulay},\n\tmonth = jun,\n\tyear = {2011},\n\tnote = {ISSN: 1409-4258\nIssue: 1\nJournal Abbreviation: Rev. Electr. Educare},\n\tpages = {15--29},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n Inteligencia artificial: un enfoque moderno.\n \n \n \n\n\n \n Russell, S. J.; and Norvig, P.\n\n\n \n\n\n\n Pearson Educación, Madrid, 2ª ed., reimp. edition, 2011.\n OCLC: 913003740\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{russell_inteligencia_2011,\n\taddress = {Madrid},\n\tedition = {2ª ed., reimp.},\n\ttitle = {Inteligencia artificial: un enfoque moderno},\n\tisbn = {9788420540030},\n\tshorttitle = {Inteligencia artificial},\n\tlanguage = {spa},\n\tpublisher = {Pearson Educación},\n\tauthor = {Russell, Stuart J. and Norvig, Peter},\n\tcollaborator = {Corchado Rodríguez, Juan Manuel and Joyanes Aguilar, Luis},\n\tyear = {2011},\n\tnote = {OCLC: 913003740},\n}\n\n\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Multidisciplinarity, Interdisciplinarity, Transdisciplinarity, and the Sciences.\n \n \n \n \n\n\n \n Alvargonzález, D.\n\n\n \n\n\n\n International Studies in the Philosophy of Science, 25(4): 387–403. December 2011.\n ZSCC: 0000197\n\n\n\n
\n\n\n\n \n \n $\"Multidisciplinarity,$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{alvargonzalez_multidisciplinarity_2011,\n\ttitle = {Multidisciplinarity, {Interdisciplinarity}, {Transdisciplinarity}, and the {Sciences}},\n\tvolume = {25},\n\tissn = {0269-8595, 1469-9281},\n\turl = {http://www.tandfonline.com/doi/abs/10.1080/02698595.2011.623366},\n\tdoi = {10/b45hzw},\n\tlanguage = {en},\n\tnumber = {4},\n\turldate = {2018-11-05},\n\tjournal = {International Studies in the Philosophy of Science},\n\tauthor = {Alvargonzález, David},\n\tmonth = dec,\n\tyear = {2011},\n\tnote = {ZSCC: 0000197},\n\tpages = {387--403},\n}\n\n\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n El sinsentido de hablar de literatura gris en la época 2.0.\n \n \n \n \n\n\n \n Martínez-Méndez, F.; and López-Carreño, R.\n\n\n \n\n\n\n El Profesional de la Información, 20(6): 621–626. 2011.\n \n\n\n\n
\n\n\n\n \n \n $\"El$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{martinez-mendez_sinsentido_2011,\n\ttitle = {El sinsentido de hablar de literatura gris en la época 2.0},\n\tvolume = {20},\n\tissn = {1386-6710},\n\turl = {https://recyt.fecyt.es/index.php/EPI/article/view/epi.2011.nov.03},\n\tdoi = {10/dm5dx4},\n\tabstract = {The rapid progress that ICTs have introduced to our field is not always accompanied by updates of the theoretical bases that sometimes are in danger of becoming obsolete and useless. An example of this problem is the concept of “grey literature”, which remains practically unchanged in the textbooks and study manuals written in Spanish. This has not been the case at an international level, where various international conferences have been organized to update this discipline. While the attempt was noteworthy, in the current context of web 2.0 the concept does not seem justified. The traditional differentiating features used by the proponents of this idea, and many of those that have been added over time, have become obsolete. Today it makes no sense to hold on to grey literature.},\n\tlanguage = {es},\n\tnumber = {6},\n\tjournal = {El Profesional de la Información},\n\tauthor = {Martínez-Méndez, Francisco-Javier and López-Carreño, Rosana},\n\tyear = {2011},\n\tpages = {621--626},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Generating Research Questions Through Problematization.\n \n \n \n \n\n\n \n Alvesson, M.; and Sandberg, J.\n\n\n \n\n\n\n Academy of Management Review, 36(2): 247–271. April 2011.\n Publisher: Academy of Management\n\n\n\n
\n\n\n\n \n \n $\"Generating$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{alvesson_generating_2011,\n\ttitle = {Generating {Research} {Questions} {Through} {Problematization}},\n\tvolume = {36},\n\tissn = {0363-7425},\n\turl = {https://journals.aom.org/doi/abs/10.5465/amr.2009.0188},\n\tdoi = {10/gd4wj3},\n\tabstract = {It is increasingly recognized that what makes a theory interesting and influential is that it challenges our assumptions in some significant way. However, established ways for arriving at research questions mean spotting or constructing gaps in existing theories rather than challenging their assumptions. We propose problematization as a methodology for identifying and challenging assumptions underlying existing literature and, based on that, formulating research questions that are likely to lead to more influential theories.},\n\tnumber = {2},\n\turldate = {2024-01-30},\n\tjournal = {Academy of Management Review},\n\tauthor = {Alvesson, Mats and Sandberg, Jörgen},\n\tmonth = apr,\n\tyear = {2011},\n\tnote = {Publisher: Academy of Management},\n\tkeywords = {MANAGEMENT research, METHODOLOGY, ORGANIZATIONAL research, RESEARCH, SOCIAL science research -- Methodology, THEORY},\n\tpages = {247--271},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n

\n \n 2010\n \n \n (3)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n How today’s college students use Wikipedia for course-related research.\n \n \n \n \n\n\n \n Head, A. J.; and Eisenberg, M. B.\n\n\n \n\n\n\n First Monday. February 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"How$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{head_how_2010,\n\ttitle = {How today’s college students use {Wikipedia} for course-related research},\n\tcopyright = {Copyright (c)},\n\tissn = {1396-0466},\n\turl = {https://journals.uic.edu/ojs/index.php/fm/article/view/2830},\n\tdoi = {2013},\n\tabstract = {Findings are reported from student focus groups and a large-scale survey about how and why students (enrolled at six different U.S. colleges) use Wikipedia during the course-related research process. A majority of respondents frequently used Wikipedia for background information, but less often than they used other common resources, such as course readings and Google. Architecture, engineering, and science majors were more likely to use Wikipedia for course-related research than respondents in other majors. The findings suggest Wikipedia is used in combination with other information resources. Wikipedia meets the needs of college students because it offers a mixture of coverage, currency, convenience, and comprehensibility in a world where credibility is less of a given or an expectation from today’s students.},\n\tlanguage = {en},\n\turldate = {2023-02-12},\n\tjournal = {First Monday},\n\tauthor = {Head, Alison J. and Eisenberg, Michael B.},\n\tmonth = feb,\n\tyear = {2010},\n\tkeywords = {Wikipedia, college students, digital natives, information literacy, information-seeking behavior, ⚠️ Invalid DOI},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Manual de Redacción Científica. Escribir artículos científicos es fácil, después de ser difícil: Una guía práctica.\n \n \n \n \n\n\n \n Contreras, A. M; and Ochoa Jiménez, R. J.\n\n\n \n\n\n\n Ediciones de la Noche, Guadalajara, Jalisco, 1a edition, 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Manual$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{contreras_manual_2010,\n\taddress = {Guadalajara, Jalisco},\n\tedition = {1a},\n\ttitle = {Manual de {Redacción} {Científica}. {Escribir} artículos científicos es fácil, después de ser difícil: {Una} guía práctica},\n\tisbn = {978-970-764-999-6},\n\tshorttitle = {Manual de {Redacción} {Científica}. {Escribir}},\n\turl = {https://drive.google.com/file/d/18Xw8V7LbzhM8uLrASbEBBO6F7E1hkWN1/view?usp=sharing&usp=embed_facebook},\n\tlanguage = {Es},\n\turldate = {2020-05-25},\n\tpublisher = {Ediciones de la Noche},\n\tauthor = {Contreras, Ana M and Ochoa Jiménez, Rodolfo J.},\n\tyear = {2010},\n}\n\n\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Cómo escribir un artículo académico en 12 semanas: Guía para publicar con éxito.\n \n \n \n \n\n\n \n Belcher, W. L.; Ostrowiak, S. P.; Medrano, A.; and Benjamín Temkin Yedwab\n\n\n \n\n\n\n FLACSO-México, 1 edition, 2010.\n \n\n\n\n
\n\n\n\n \n \n $\"Cómo$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{belcher_como_2010,\n\tedition = {1},\n\ttitle = {Cómo escribir un artículo académico en 12 semanas: {Guía} para publicar con éxito},\n\tisbn = {978-607-7629-40-5},\n\tshorttitle = {Cómo escribir un artículo académico en 12 semanas},\n\turl = {https://www.jstor.org/stable/j.ctt16f98b0},\n\tabstract = {El objetivo de este manual es ayudar en la revisión de un ensayo escrito para una clase, una ponencia, artículos, capítulos o tesis inéditos, para enviarlos al editor de una revista académica. Incluye instrucciones, ejercicios, estructura y fechas límites que se requieren para cumplir con esto de manera efectiva. Una publicación dirigida a estudiantes, profesionales y académicos que deban poner por escrito los resultados de sus investigaciones.},\n\turldate = {2020-02-03},\n\tpublisher = {FLACSO-México},\n\tauthor = {Belcher, Wendy Laura and Ostrowiak, Sylvia Podolsky and Medrano, Alejandra and {Benjamín Temkin Yedwab}},\n\tyear = {2010},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n

\n \n 2009\n \n \n (4)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Ten Simple Rules for Searching and Organizing the Scientific Literature.\n \n \n \n \n\n\n \n Bauer, D.\n\n\n \n\n\n\n Nature Precedings. October 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"Ten$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{bauer_ten_2009,\n\ttitle = {Ten {Simple} {Rules} for {Searching} and {Organizing} the {Scientific} {Literature}},\n\tissn = {1756-0357},\n\turl = {http://www.nature.com/articles/npre.2009.3867.1},\n\tdoi = {10/cqwzp2},\n\tabstract = {Abstract\n            The exponentially increasing number of published papers (1.4 million per year by one estimate) makes it more and more difficult for us to manage the flood of scientific information. Each of us has acquired some protocol to find and organize journal articles and other references over the course of our careers. Most of those protocols are likely to have been formed by old routines or idleness rather than a structured approach to save time and frustration over the long run. Furthermore, with the Web 2.0 revolution, new ways of handling information are emerging (O’Reilly 2005). For example, traditional standalone tools for reference management like EndNote are being supplemented by centralized resources like RefWorks and social bookmarking sites as described subsequently. This fusion of personal and public information offers the promise of efficiency through better organization, which in turn leads to better science.How can seasoned scientists do better using these tools and those newer to the field start off in the right way? To start to answer that question, I present ten simple rules to master the search and organization of new literature. This is not meant to be comprehensive. It represents the experiences of a few and I welcome your thoughts, through comments to this article, on what you do to keep your references organized.},\n\tlanguage = {en},\n\turldate = {2022-10-18},\n\tjournal = {Nature Precedings},\n\tauthor = {Bauer, Denis},\n\tmonth = oct,\n\tyear = {2009},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n How To Choose a Good Scientific Problem.\n \n \n \n \n\n\n \n Alon, U.\n\n\n \n\n\n\n Molecular Cell, 35(6): 726–728. September 2009.\n \n\n\n\n
\n\n\n\n \n \n $\"How$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{alon_how_2009,\n\ttitle = {How {To} {Choose} a {Good} {Scientific} {Problem}},\n\tvolume = {35},\n\tissn = {10972765},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/S1097276509006418},\n\tdoi = {10/bv6wg6},\n\tlanguage = {en},\n\tnumber = {6},\n\turldate = {2022-10-18},\n\tjournal = {Molecular Cell},\n\tauthor = {Alon, Uri},\n\tmonth = sep,\n\tyear = {2009},\n\tpages = {726--728},\n}\n\n\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Developing qualitative research questions: a reflective process.\n \n \n \n \n\n\n \n Agee, J.\n\n\n \n\n\n\n International Journal of Qualitative Studies in Education, 22(4): 431–447. July 2009.\n Publisher: Routledge _eprint: https://doi.org/10.1080/09518390902736512\n\n\n\n
\n\n\n\n \n \n $\"Developing$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{agee_developing_2009,\n\ttitle = {Developing qualitative research questions: a reflective process},\n\tvolume = {22},\n\tissn = {0951-8398},\n\tshorttitle = {Developing qualitative research questions},\n\turl = {https://doi.org/10.1080/09518390902736512},\n\tdoi = {10/c65c9r},\n\tabstract = {The reflective and interrogative processes required for developing effective qualitative research questions can give shape and direction to a study in ways that are often underestimated. Good research questions do not necessarily produce good research, but poorly conceived or constructed questions will likely create problems that affect all subsequent stages of a study. In qualitative studies, the ongoing process of questioning is an integral part of understanding the unfolding lives and perspectives of others. This article addresses both the development of initial research questions and how the processes of generating and refining questions are critical to the shaping of a qualitative study.},\n\tnumber = {4},\n\turldate = {2024-01-30},\n\tjournal = {International Journal of Qualitative Studies in Education},\n\tauthor = {Agee, Jane},\n\tmonth = jul,\n\tyear = {2009},\n\tnote = {Publisher: Routledge\n\\_eprint: https://doi.org/10.1080/09518390902736512},\n\tkeywords = {development, qualitative methods, qualitative research questions},\n\tpages = {431--447},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Editorial: Mapping the Field of Mixed Methods Research.\n \n \n \n \n\n\n \n Creswell, J. W.\n\n\n \n\n\n\n Journal of Mixed Methods Research, 3(2): 95–108. April 2009.\n ZSCC: 0000024\n\n\n\n
\n\n\n\n \n \n $\"Editorial:$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{creswell_editorial_2009,\n\ttitle = {Editorial: {Mapping} the {Field} of {Mixed} {Methods} {Research}},\n\tvolume = {3},\n\tissn = {1558-6898},\n\tshorttitle = {Editorial},\n\turl = {https://doi.org/10.1177/1558689808330883},\n\tdoi = {10/d2qmxx},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2018-11-08},\n\tjournal = {Journal of Mixed Methods Research},\n\tauthor = {Creswell, John W.},\n\tmonth = apr,\n\tyear = {2009},\n\tnote = {ZSCC: 0000024},\n\tpages = {95--108},\n}\n\n\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 2008\n \n \n (2)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n The importance of stupidity in scientific research.\n \n \n \n \n\n\n \n Schwartz, M. A.\n\n\n \n\n\n\n Journal of Cell Science, 121(11): 1771. June 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"The$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{schwartz_importance_2008,\n\ttitle = {The importance of stupidity in scientific research},\n\tvolume = {121},\n\tissn = {0021-9533},\n\turl = {https://doi.org/10.1242/jcs.033340},\n\tdoi = {10.1242/jcs.033340},\n\tnumber = {11},\n\turldate = {2024-06-21},\n\tjournal = {Journal of Cell Science},\n\tauthor = {Schwartz, Martin A.},\n\tmonth = jun,\n\tyear = {2008},\n\tpages = {1771},\n}\n\n\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Metodologías de la investigación en las ciencias sociales: Fases, fuentes y selección de técnicas.\n \n \n \n \n\n\n \n Ibáñez, C. L.; and Egoscozábal, A. M.\n\n\n \n\n\n\n Revista Escuela de Administración de Negocios, 0(64): 5–18. August 2008.\n \n\n\n\n
\n\n\n\n \n \n $\"Metodologías$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{ibanez_metodologias_2008,\n\ttitle = {Metodologías de la investigación en las ciencias sociales: {Fases}, fuentes y selección de técnicas},\n\tvolume = {0},\n\tcopyright = {Copyright (c) 2016 Revista EAN},\n\tissn = {0120-8160},\n\tshorttitle = {Metodologías de la investigación en las ciencias sociales},\n\turl = {https://journal.universidadean.edu.co/index.php/Revista/article/view/450},\n\tdoi = {10/ddw9},\n\tabstract = {Este artículo ofrece una revisión general de la metodología y diferentes fases del proceso de investigación científica, así como de los criterios de elección y descripción de las diferentes técnicas cualitativas y cuantitativas  que pueden utilizarse en la investigación de carácter científico aplicada a las ciencias sociales. Por ello, es de especial interés para aquellos en proceso de diseño y realización de una investigación de carácter académico, y para los interesados en la selección y utilidad de las diferentes técnicas existentes el contraste entre hipótesis y el tratamiento de la información para la investigación.},\n\tlanguage = {es},\n\tnumber = {64},\n\turldate = {2018-08-05},\n\tjournal = {Revista Escuela de Administración de Negocios},\n\tauthor = {Ibáñez, Carmen Lafuente and Egoscozábal, Ainhoa Marín},\n\tmonth = aug,\n\tyear = {2008},\n\tpages = {5--18},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n

\n \n 2007\n \n \n (2)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Choose your Method: a comparison of phenomenology, discourse analysis, and grounded theory.\n \n \n \n \n\n\n \n Starks, H.; and Brown Trinidad, S.\n\n\n \n\n\n\n Qualitative Health Research, 17(10): 1372–1380. December 2007.\n ZSCC: 0003538; https://web.archive.org/web/20210423225800/http://journals.sagepub.com/doi/10.1177/1049732307307031\n\n\n\n
\n\n\n\n \n \n $\"Choose$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{starks_choose_2007,\n\ttitle = {Choose your {Method}: a comparison of phenomenology, discourse analysis, and grounded theory},\n\tvolume = {17},\n\tissn = {1049-7323, 1552-7557},\n\tshorttitle = {Choose {Your} {Method}},\n\turl = {http://journals.sagepub.com/doi/10.1177/1049732307307031},\n\tdoi = {10/bnkz3z},\n\tabstract = {The purpose of this article is to compare three qualitative approaches that can be used in health research: phenomenology, discourse analysis, and grounded theory. The authors include a model that summarizes similarities and differences among the approaches, with attention to their historical development, goals, methods, audience, and products. They then illustrate how these approaches differ by applying them to the same data set. The goal in phenomenology is to study how people make meaning of their lived experience; discourse analysis examines how language is used to accomplish personal, social, and political projects; and grounded theory develops explanatory theories of basic social processes studied in context. The authors argue that by familiarizing themselves with the origins and details of these approaches, researchers can make better matches between their research question(s) and the goals and products of the study.},\n\tlanguage = {en},\n\tnumber = {10},\n\turldate = {2021-08-12},\n\tjournal = {Qualitative Health Research},\n\tauthor = {Starks, Helene and Brown Trinidad, Susan},\n\tmonth = dec,\n\tyear = {2007},\n\tnote = {ZSCC: 0003538; https://web.archive.org/web/20210423225800/http://journals.sagepub.com/doi/10.1177/1049732307307031},\n\tkeywords = {archived},\n\tpages = {1372--1380},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Metodología y técnicas de investigación social (edición revisada).\n \n \n \n \n\n\n \n Corbetta, P.\n\n\n \n\n\n\n McGraw-Hill, España, 2007.\n \n\n\n\n
\n\n\n\n \n \n $\"Metodología$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{corbetta_metodologiy_2007,\n\taddress = {España},\n\ttitle = {Metodología y técnicas de investigación social (edición revisada)},\n\tisbn = {978-84-481-5610-7},\n\turl = {https://diversidadlocal.files.wordpress.com/2012/09/metodologc3ada-y-tc3a9cnicas-de-investigacic3b3n-social-piergiorgio-corbetta.pdf},\n\tabstract = {El texto presenta todos los aspectos que intervienen en los métodos y técnicas de investigación social, desde los principios lógicos y las normas que los fundamentan, hasta los procedimientos específicos, su elaboración, codificación y puesta en práctica. Esta edición revisada ha permitido realizar una actualización exahustiva y profunda de todo material disponible},\n\tlanguage = {es},\n\turldate = {2020-10-29},\n\tpublisher = {McGraw-Hill},\n\tauthor = {Corbetta, Piergiorgio},\n\ttranslator = {Díaz Ugarte, Marta and Díaz Ubarte, Susana},\n\tyear = {2007},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n

\n \n 2006\n \n \n (2)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n How to write a research proposal.\n \n \n \n \n\n\n \n Annersten, M; and Wredling, R\n\n\n \n\n\n\n European Diabetes Nursing, 3(2): 102–105. 2006.\n https://files.cercomp.ufg.br/weby/up/863/o/How_to_write_a_research_proposal.pdf\n\n\n\n
\n\n\n\n \n \n $\"How$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@article{annersten_how_2006,\n\ttitle = {How to write a research proposal},\n\tvolume = {3},\n\tissn = {1551-7861},\n\turl = {https://onlinelibrary.wiley.com/doi/abs/10.1002/edn.52},\n\tdoi = {10/cb4w9n},\n\tabstract = {Abstract A structured written research proposal is a necessary requirement when making an application for research funding or applying to an ethics committee for approval of a research project. A proposal is built up in sections of theoretical background; aim and research questions to be answered; a description and justification of the method chosen to achieve the answer; awareness of the ethical implications of the research; experience and qualifications of the team members to perform the intended study; a budget and a timetable. This paper describes the common steps taken to prepare a written proposal as attractively as possible to achieve funding. Copyright © 2006 FEND.},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2022-10-18},\n\tjournal = {European Diabetes Nursing},\n\tauthor = {Annersten, M and Wredling, R},\n\tyear = {2006},\n\tnote = {https://files.cercomp.ufg.br/weby/up/863/o/How\\_to\\_write\\_a\\_research\\_proposal.pdf},\n\tkeywords = {Research proposal, budget, ethics committee, funding, methodology},\n\tpages = {102--105},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n \n Pautas metodológicas para investigaciones cualitativas y cuantitativas en ciencias sociales y humanas.\n \n \n \n \n\n\n \n Farah, I.\n\n\n \n\n\n\n Tinkazos, 9(21): 137–139. 2006.\n Publisher: Fundación PIEB\n\n\n\n
\n\n\n\n \n \n $\"Pautas$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{farah_pautas_2006,\n\ttitle = {Pautas metodológicas para investigaciones cualitativas y cuantitativas en ciencias sociales y humanas},\n\tvolume = {9},\n\tissn = {1990-7451},\n\turl = {http://www.scielo.org.bo/scielo.php?script=sci_abstract&pid=S1990-74512006000100011&lng=es&nrm=iso&tlng=es},\n\tlanguage = {es},\n\tnumber = {21},\n\turldate = {2022-02-15},\n\tjournal = {Tinkazos},\n\tauthor = {Farah, Ivonne},\n\tyear = {2006},\n\tnote = {Publisher: Fundación PIEB},\n\tkeywords = {⛔ No DOI found},\n\tpages = {137--139},\n}\n\n\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 2001\n \n \n (1)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n Guía para elaborar protocolos y trabajos de investigación.\n \n \n \n\n\n \n Domínguez, S.\n\n\n \n\n\n\n Universidad de Guadalajara, 1a edición edition, 2001.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{dominguez_guipara_2001,\n\tedition = {1a edición},\n\ttitle = {Guía para elaborar protocolos y trabajos de investigación},\n\tlanguage = {es},\n\tpublisher = {Universidad de Guadalajara},\n\tauthor = {Domínguez, Silvia},\n\tyear = {2001},\n}\n\n\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1999\n \n \n (1)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Identificación y estudio de Grupos de Investigación a través de indicadores bibliométricos.\n \n \n \n \n\n\n \n Zulueta, M. A.; Cabrero, A.; and Bordons, M.\n\n\n \n\n\n\n Revista Española de Documentación Científica, 22(3): 333–347. 1999.\n Number: 3\n\n\n\n
\n\n\n\n \n \n $\"Identificación$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n\n\n\n

\n

@article{zulueta_identificacion_1999,\n\ttitle = {Identificación y estudio de {Grupos} de {Investigación} a través de indicadores bibliométricos},\n\tvolume = {22},\n\tcopyright = {Derechos de autor 1999 Consejo Superior de Investigaciones Científicas (CSIC)},\n\tissn = {1988-4621},\n\turl = {http://redc.revistas.csic.es/index.php/redc/article/view/341},\n\tdoi = {10/bcjppm},\n\tlanguage = {es},\n\tnumber = {3},\n\turldate = {2021-02-24},\n\tjournal = {Revista Española de Documentación Científica},\n\tauthor = {Zulueta, M. Angeles and Cabrero, Aurelio and Bordons, María},\n\tyear = {1999},\n\tnote = {Number: 3},\n\tkeywords = {análisis de co-autoría},\n\tpages = {333--347},\n}\n\n\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1998\n \n \n (2)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n Cuernos, cascos, zapatos: Algunas hipótesis sobre tres tipos de abducción.\n \n \n \n\n\n \n Eco, U.\n\n\n \n\n\n\n In Eco, U., editor(s), El signo de los tres: Dupin, Holmes, Peirce, of Palabra en el tiempo, pages 265–294. Ed. Lumen, Barcelona, 1. ed edition, 1998.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@incollection{eco_cuernos_1998,\n\taddress = {Barcelona},\n\tedition = {1. ed},\n\tseries = {Palabra en el tiempo},\n\ttitle = {Cuernos, cascos, zapatos: {Algunas} hipótesis sobre tres tipos de abducción},\n\tisbn = {978-84-264-1184-6},\n\tlanguage = {spa},\n\tnumber = {184},\n\tbooktitle = {El signo de los tres: {Dupin}, {Holmes}, {Peirce}},\n\tpublisher = {Ed. Lumen},\n\tauthor = {Eco, Umberto},\n\teditor = {Eco, Umberto},\n\tyear = {1998},\n\tpages = {265--294},\n}\n\n\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n El signo de los tres: Dupin, Holmes, Peirce.\n \n \n \n\n\n \n Eco, U.,\n editor.\n \n\n\n \n\n\n\n of Palabra en el tiempoEd. Lumen, Barcelona, 1. ed edition, 1998.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{eco_signo_1998,\n\taddress = {Barcelona},\n\tedition = {1. ed},\n\tseries = {Palabra en el tiempo},\n\ttitle = {El signo de los tres: {Dupin}, {Holmes}, {Peirce}},\n\tisbn = {978-84-264-1184-6},\n\tshorttitle = {El signo de los tres},\n\tlanguage = {spa},\n\tnumber = {184},\n\tpublisher = {Ed. Lumen},\n\teditor = {Eco, Umberto},\n\tyear = {1998},\n}\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1996\n \n \n (1)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n Abrir las ciencias sociales: informe de la Comisión Gulbenkian para la reestructuración de las ciencias sociales.\n \n \n \n\n\n \n Wallerstein, I.\n\n\n \n\n\n\n siglo XXI, 1996.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{wallerstein_abrir_1996,\n\ttitle = {Abrir las ciencias sociales: informe de la {Comisión} {Gulbenkian} para la reestructuración de las ciencias sociales},\n\tshorttitle = {Abrir las ciencias sociales},\n\tpublisher = {siglo XXI},\n\tauthor = {Wallerstein, Immanuel},\n\tyear = {1996},\n}\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1993\n \n \n (1)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n Against method.\n \n \n \n\n\n \n Feyerabend, P.\n\n\n \n\n\n\n Verso, London ; New York, 3rd ed edition, 1993.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@book{feyerabend_against_1993,\n\taddress = {London ; New York},\n\tedition = {3rd ed},\n\ttitle = {Against method},\n\tisbn = {978-0-86091-481-5 978-0-86091-646-8},\n\tpublisher = {Verso},\n\tauthor = {Feyerabend, Paul},\n\tyear = {1993},\n\tkeywords = {Methodology, Philosophy, Rationalism, Science},\n}\n\n\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1992\n \n \n (1)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n Methods and Methodology in Composition Research.\n \n \n \n\n\n \n Kirsch, G.; and Sullivan, P. A.\n\n\n \n\n\n\n Southern Illinois University Press, Carbondale, Ill, 1992.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n

\n

@book{kirsch_methods_1992,\n\taddress = {Carbondale, Ill},\n\ttitle = {Methods and {Methodology} in {Composition} {Research}},\n\tisbn = {978-0-8093-1726-4},\n\tpublisher = {Southern Illinois University Press},\n\tauthor = {Kirsch, Gesa and Sullivan, Patricia A.},\n\tyear = {1992},\n\tkeywords = {English language--Composition and exercises--Research--Methodology, English language--Rhetoric--Research--Methodology, LANGUAGE ARTS \\& DISCIPLINES / Composition \\& Creative Writing, LANGUAGE ARTS \\& DISCIPLINES / Rhetoric, REFERENCE / Writing Skills},\n}\n\n\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1988\n \n \n (1)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n Basic Concepts in the Methodology of the Social Sciences.\n \n \n \n\n\n \n Mouton, J.; and Marais, H. C.\n\n\n \n\n\n\n HSRC Press, 1988.\n Google-Books-ID: VO2THQaF6oIC\n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{mouton_basic_1988,\n\ttitle = {Basic {Concepts} in the {Methodology} of the {Social} {Sciences}},\n\tisbn = {978-0-7969-0648-9},\n\tabstract = {Considerations of validity that are central to all disciplines in the social sciences are discussed, and concepts that are an essential part of the intellectual equipment of the social sciences researcher are systematically analyzed. Fundamental methodological concepts underlying decisions made in the research process are highlighted to encourage a more critical attitude on the part of the researcher. This document consists of three sections. Part 1 consists of seven chapters, which discuss the basic concepts of methodology in the social sciences: (1) the definition of social sciences research; (2) research design--problem formulation; (3) research design, conceptualization, and operationalization; (4) data collection; (5) analysis and interpretation; (6) central constructs in the research process; and (7) perspectives on qualitative and quantitative research. Part 2 provides guidelines for writing research proposals and research reports. Part 3 provides case studies; it includes three papers highlighting the most important methodological principles discussed in preceding sections. The appended papers include: (1) "A Sociological Analysis of Medical Encounters of Aged Persons at an Outpatient Centre: A Qualitative Approach" (Monica Ferreira); (2) "A Typology of Value Orientations" (Dian Joubert); and (3) "Human Factors in Stope Productivity--A Field Experiment" (K. F. Mauer and A. C. Lawrence). (SLD)},\n\tlanguage = {en},\n\tpublisher = {HSRC Press},\n\tauthor = {Mouton, Johann and Marais, H. C.},\n\tyear = {1988},\n\tnote = {Google-Books-ID: VO2THQaF6oIC},\n}\n

\n

\n\n\n\n\n\n

\n

\n \n 1987\n \n \n (1)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Some odest advice for graduate students.\n \n \n \n \n\n\n \n Stearns, S. C.\n\n\n \n\n\n\n The Bulletin of the Ecological Society of America, 68(2): 145–150. 1987.\n _eprint: https://onlinelibrary.wiley.com/doi/pdf/10.2307/20166580\n\n\n\n
\n\n\n\n \n \n $\"Some$ Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@article{stearns_odest_1987,\n\ttitle = {Some odest advice for graduate students},\n\tvolume = {68},\n\tcopyright = {© 1987 by the Ecological Society of America},\n\tissn = {2327-6096},\n\turl = {https://onlinelibrary.wiley.com/doi/abs/10.2307/20166580},\n\tdoi = {10.2307/20166580},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2024-02-01},\n\tjournal = {The Bulletin of the Ecological Society of America},\n\tauthor = {Stearns, Stephen C.},\n\tyear = {1987},\n\tnote = {\\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.2307/20166580},\n\tpages = {145--150},\n}\n\n\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1986\n \n \n (1)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Writing for Social Scientists. How to Start and Finish Your Thesis, Book, or Article.\n \n \n \n \n\n\n \n Becker, H. S.\n\n\n \n\n\n\n of Chicago guides to writing, editing, and publishingThe University of Chicago Press, London, 2nd edition, 1986.\n \n\n\n\n
\n\n\n\n \n \n $\"Writing$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

@book{becker_writing_1986,\n\taddress = {London},\n\tedition = {2nd},\n\tseries = {Chicago guides to writing, editing, and publishing},\n\ttitle = {Writing for {Social} {Scientists}. {How} to {Start} and {Finish} {Your} {Thesis}, {Book}, or {Article}},\n\tisbn = {13: 978-0-226-04132-2},\n\turl = {https://epdf.pub/writing-for-social-scientists-how-to-start-and-finish-your-thesis-book-or-articl.html},\n\tpublisher = {The University of Chicago Press},\n\tauthor = {Becker, Howard S.},\n\tyear = {1986},\n}\n\n\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n

\n \n 1969\n \n \n (1)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n \n Subject and Course Guides: Quantitative and Qualitative Research: What is Quantitative Research?.\n \n \n \n \n\n\n \n Librarians, H. S.\n\n\n \n\n\n\n December 1969.\n \n\n\n\n
\n\n\n\n \n \n $\"Subject$ Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n\n\n\n

\n

@misc{librariansSubjectCourseGuides1969,\n\ttitle = {Subject and {Course} {Guides}: {Quantitative} and {Qualitative} {Research}: {What} is {Quantitative} {Research}?},\n\tcopyright = {Copyright University of Texas at Arlington 2023},\n\tshorttitle = {Subject and {Course} {Guides}},\n\turl = {https://libguides.uta.edu/quantitative_and_qualitative_research/quant},\n\tabstract = {This guide will help you understand quantitative and qualitative research methods.},\n\tlanguage = {en},\n\turldate = {2023-10-09},\n\tauthor = {Librarians, Health Sciences},\n\tmonth = dec,\n\tyear = {1969},\n\tkeywords = {/unread, ⛔ No INSPIRE recid found},\n}\n\n\n\n

\n

\n\n\n\n\n\n

\n

\n \n undefined\n \n \n (3)\n \n \n

\n

\n \n \n

\n \n\n \n \n \n \n \n .\n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 9 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n .\n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 9 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

\n\n\n\n

\n\n\n

\n \n\n \n \n \n \n \n .\n \n \n \n\n\n \n \n\n\n \n\n\n\n \n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n \n \n 9 downloads\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n

\n

\n\n\n\n

\n\n\n\n\n\n

\n